Posts Tagged ‘education’

Fixing America (alternate title: Reinventions): Bolder approaches to job creation, health care, education, and our election system

Before enacting national policy, we require broad buy-in: public
hearings, smoke-filled-room negotiations, media massaging and
messaging. Too often, that results in tepid policy that few could
argue with, lowest common denominator.

In this article, not shackled by the constraints of consensus
creation, I can be bolder: I propose reinventions of four linchpins
of the thriving society.

Creating Many Good, Sustainable Jobs

Jobs are Job One. I believe these two ideas would create
millions of enduring, pro-social, offshore-resistant jobs.

Entrepreneurship Nation

Both sides of the aisle agree that government stimulus spending,
at best, is a jump-start., that permanent job creation must come
from the private sector. Most people also agree that entrepreneurs,
while providing better, faster, cheaper goods and services, also
create jobs.

So why not replace just a fraction of our arcana-larded K-16
curriculum with entrepreneurship education? For example, most high
school students spend many hours deriving geometric theorems. Could
it be reasonably be argued that that is more important for all
students than learning how to start an ethical yet successful
business?

While some entrepreneurs are born not made, much is learnable,
especially if taught not by academics but by successful, ethical
businesspeople. I imagine that many, especially the retired, would
be willing to do that,evenas a volunteer.

America Assists

It’s widely agreed that buying non-essential “stuff” is unlikely
to lead to happiness. Don’t we all know unhappy people who live in
a capacious, la-di-dah-coiffed home, who replace their perfectly
good used car with a new one, go on costly vacations, and buy lots
of au courant clothes and jewelry, yet after a brief “shopper’s
high,” are no happier, let alone kinder? Yet America remains
addicted to trying to shop our way into bliss.

But what if the government launched a public service campaign
like its successful anti-smoking initiative to encourage the public
to buy less stuff and more services, which hold greater promise of
improving life’s quality. For example, hire a part-time:

• assistant to help care for your newborn
• a homework helper for your older child.
• a personal assistant to do errands, laundry, wait for the
  repairperson, etc.
• a personal geek to teach you the technology you’re afraid
  of
• a health care advocate to help you get the care you need,
  affordably, in our labyrinthine, scary system
• a companion for your aging relative.

Those would improve the hirer’s life as well as the employee’s,
certainlymore sothan yet another pair of shoes. The
worker, piecing together a few such part-time jobs can make a
reasonable living doing work that’s clearly beneficial and ethical.
Importantly, most of those jobs require only a modest skill set.
Even many high school dropouts could likely find such work they
could do well enough.

How would hirers and employees match up? Just as they do for
other jobs: hirers would place ads, for example, on Craigslist. If
hirers want a professional to do the screening and payroll, they
could turn to employment agencies. That would create yet more
jobs.

A Reinvented Health Care System We Can Live
With

You and I are about to get our health care in a very different
system, defined in a 2400-page document that even the legislators
who passed it didn’t read. Can that be implemented effectively
enough that when we desperately need it, we’ll get timely health
care?

Additionally, our health care providers are already overwhelmed:
Already, there are over 100,000 health-care-provider-caused deaths
and many times that in excess morbidity every year. And
now, that same number of doctors, nurses, MRIs, operating rooms,
etc., will have to care for 40,000,000 more people, who as a group,
have high health care needs and will be paying little into the
system.

And the cost? Perhaps businesses are just playing the violin,
but they claim that the new system, which will require employers to
provide health care not only for all its 30+-hour a week employees
but a surcharge to pay for the health care of part-timers, the
unemployed. and poor people, will force businesses to eliminate yet
more jobs or even go out of business.

I’m scared that when I need it, I won’t get good and timely
health care. I’d place greater faith in what I believe is a simpler
but better plan. I call it FreedomCare:

1. Except for the indigent and
for catastrophic health care, health care would be paid directly by
the consumer. If consumers had most of the money at stake, 300
million Americans would be exerting the power of the free market’s
invisible hand to drive down costs and improve quality. The good
quality, cost-effective providers would succeed, the bad ones
driven out of business.

2. To ensure that consumers have the
information to choose health care providers and procedures wisely,
all doctors, nurses, hospitals, etc., would be required to make key
consumer information available, for example, patient satisfaction
(disaggregated by condition,) the provider’s risk-adjusted success
rates for different procedures, etc.

3. Shorten and make more
practical the training of health care providers. That would improve
quality while reducing cost and increasing the supply of providers.
Currently, our health care providers are trained primarily by
professors, who value the theoretical over the practical. Those
professors are usually hired and promoted mainly on how much
research they crank out (almost always in a "apple-style-span">narrow area, e.g., plantar
fasciatis)not their ability as a clinician, let alone
their effectiveness in training excellent clinicians.

Having spoken with a number of
physicians, I’ve become convinced that the status quo, which
requires pre-med students to complete courses in organic chemistry,
inorganic chemistry, physics, and calculus followed by four years
of theory- and arcana-larded medical school (particularly absurd
today when so much information is available instantly on the
Internet), should be replaced by a two-year practical program
taught by master physicians. That would improve patient care while
greatly reducing the cost of training a doctor, currently over
$ 200,000 per.

Elections Reinvented

More and more money pours into election campaigns, heavily from
special interests. That enables ever-more sophisticated
Madison-Avenue types to concoct truth-obfuscating, manipulative
messaging. Today, nearly every word spoken by major politicians are
dial focus-group tested. As troubling, those special interests
wouldn’t be pouring billions into campaigns unless it increased
chances of politicians doing their bidding rather than what’s best
for all of us.

I believe the following would ensure we elect far better and
less-corrupted leaders:

• All campaigns would be 100% publicly-funded. That has been
  proposed and rejected in the past as a denial of free speech. I
  believe that abridgment is far outweighed by the benefit to
  society.
• All campaigns would be just two weeks long. That would control
  cost while minimally reduce voter knowledge: Most voters have long
  forgotten what they heard about the candidates months earlier.
• The campaigns would consist only of one or two broadcast
  debates, which would be followed by a job simulation: running a
  meeting. A neutral body such as C-Span or Consumers Union would
  post each major candidate’s biographical highlights, voting record,
  and platform on key issues.

Such a system would reduce candidates’ corruptibility while
increasing the quality of information voters would have about the
candidates. As important, better candidates would run, knowing they
needn’t run a long, expensive, press-the-flesh,
beholding-to-special-interests campaign.

Here is an even more radical approach to reinventing the way we
choose our leaders: Our government
officials would be selected, not by voting, but using passive
criteria: for example, the Senate might consist of the most newly
retired of the 10 largest nonprofits, a randomly selected CEO of
the Russell 2000, the Police Officer of America’s Cop of the Year,
the Teacher of the Year, the most award-winning scientist under age
30, etc., plus random citizens.

Of course, both of those
reinventions of our electoral system are subject to the criticism,
“The incumbent politicians would never allow it–the foxes are
guarding the hen house.” I’d address that by working with the media
to urge the electorate to support candidates that would vote for a
fairer electoral system.

Helping Education Live Up to Its Promise

Education is widely viewed as our best hope for competing in the
global economy and for reducing the racial/socio-economic
achievement gap.Alas, education hasn’t turned out to be the magic
pill we’ve hoped it would be.

And that doesn’t appear to be a matter of spending. Some readers
may be surprised to learn that for decades, the U.S. has ranked #1
or #2 in per capita education spending yet, in international
comparisons, America ranks 23rd, tied with Poland. And despite
disproportionate spending on compensatory education for a half
century now, the racial achievement gap remains as wide as ever.
Perhaps most dispiriting has been the research on Head Start, which
had long been seen as the best hope for reducing the achievement
gap. Just released is the definitive evaluation of three decades of
research on Head Start. It finds the same as have nearly all
previous studies: Head Start yields no significant, enduring
positive effects.

The most frequently proposals for improvement are-reduced class
size and increased expectations. But the research on those suggests
that the key to unlocking education’s promise doesn’t fully reside
there.

The following admittedly radical ideas would seem to have a
greater chance of making education the magic pill we wish it
were.

Dream-Team-Taught Courses Taught on Video

Imagine that every student–rich and poor, urban and
rural–would, for every course, be taught be a dream team of the
world’s most effective, transformational teachers. If anything
could be expected to increase education’s potency, that would seem
to be it. Each class session, presented on video and viewable on
the Internet, would consist of the teachers’ presentations abetted
by world-class visuals, immersive demonstrations, etc. A live
paraprofessional or teacher would be on-site to provide the human
touch: answer questions, keep kids focused,give
attaboys/girls,etc.

A First-Things-First Curriculum

In the abstract, most people would agree that it’s better for
students to graduate high school able to analyze a newspaper’s
editorial even if they don’t understand Shakespeare’s intricacies.
Most people would agree that kids should graduate high school able
to think probabilistically even if they can’t solve simultaneous
equations. Most would agree that students should graduate fully
understanding the scientific method even if they can’t manipulate
chemical reactions. Even more would agree that it’s wrong that
interpersonal communication, parenting, and financial literacy
should be absent from the curriculum.

Yet our curriculum demands the opposite. Indeed, do we all not
know people with even advanced degrees who lack the ability to
negotiate life’s basics? Defenders of our arcana-first curriculum
argue that practical matters should be taught at home. Nice ideal
but far from real, and less realistic all the time. Schools should
first teach what’s most important so, by the time students
graduate, students have learned what’s most crucial to the life
well-led.

High-Quality College-Prep and
Direct-to-Career Paths

One of education’s ironies is that diversity is a core
principles yet ever more of its leaders insist on one-size-fits-all
education. Today’s mantra is “College for all!”

But let’s step back and look at it dispassionately. Imagine that
after nine years of school (K-8,) you were still struggling with
fifth-grade-level reading and math, and indeed, millions of
students are. Now you’re starting the 9th grade and required to do
yet four more years of yet more difficult academic work: While
you’re still trying to figure out long division, you’re asked to
solve quadratic equations. While you’re still struggling with that
fifth-grade level reading book, you’re asked to write essays
explaining the themes and symbolism in Wuthering Heights. Unless
you are an unusually “good” kid, mightn’t you become dispirited,
feel hopeless, and view your ever poorer grades as a sign that
society deems you a failure, a loser, and so you give up, drop out
and feel you have little to lose by abusing drugs, joining a gang,
and/or getting pregnant?

One is often called an elitist or even a racist if asserting
that some students would be wiser to reject a college-preparatory
curriculum in favor of a direct-to-career curriculum. In such a
curriculum, students would improve their reading, math, etc., not
with history, algebra, and foreign-language textbooks but while
preparing for a career after high school as, for example, a
robotics technician, chef, or entrepreneur.

The irony is that those calling for a one-size-fits-all
education are the ones who are being elitist. They believe that,
for all people, white-collar jobs are simply better than
blue-collar jobs and so, even if a student’s abilities and
limitations suggest a blue-collar direction is a better fit, that
student should be forced onto a white-collar path to–in another
irony–”to keep their options open.”

But fact is, such students usually find the college path far
less beneficial than a direct-to-career path would have been. Even
if a student who was reading on a fifth grade level in the eighth
grade manages to graduate from high school having taken a college
preparatory curriculum (often the result of grade inflation) and
even if that student went on to college, and even if that student
defied the 3:1 odds against such students earning their bachelor’s
degree even if given 8 1/2 years, they’re likely to be less
employable than if they had pursued a direct-to-career path to
become, for example, the aforementioned robotics technician, chef,
or entrepreneur. Today, even strong college graduates are
struggling to land white-collar jobs while many skilled blue-collar
jobs go wanting.

Others object that a direct-to-career program can become a
dumping ground. There’s no reason they need be. They can and should
be of as high quality as a college-preparatory curriculum, just as
they are in , for example, Japan, Germany, and Scandinavia.

It seems obvious that students should have a choice and not be
forced into a one-size-fits-all education, and many teachers agree.
But educrats and politicians get more votes with such slogans as,
“High standards for all students! “No soft bigotry of low
expectations!” Such slogans have apple-pie appeal but in practice,
ruin countless lives.

Require each college to post a report card on
itself

Despite college being one of our largest and most important
purchases, the government provides us with less consumer
information than we get before buying tires, which have a “report
card” molded into each sidewall, or packaged food, which must bear
a label of its contents from Vitamin A to zinc. Especially with the
spate of reports demonstrating that college graduates grow
frighteningly little in learning and employability, each college
should be required, on its website, to post a Report Card on
itself. It need include just six items:

• The projected four- and five-year full cost of attendance,
  including cash financial aid, broken down by family income and
  assets.
• Freshman-to-senior average growth in critical thinking,
  writing, quantitative reasoning, etc., broken down by high school
  record.
• The results of the most recent student satisfaction survey
• Four-, five-, and six-year graduation rates, broken down by
  high school record
• The accreditation team’s most recent report on the
  college.
• The percentage of graduates professionally employed, including
  average salary, broken down by high school record and by
  major.
• To reduce cheating, the
  report cards would be externally audited.

Mandating such a report card would, of course, help students
select a college wisely or even decide that, given their academic
record, motivation, and finances, a non-college option, for
example, an apprenticeship program, would be wiser. As important,
making transparent the poor value-added most colleges provide would
embarrass them into improving their quality of education. They’d
likely replace some of their many unimportant-research-focused
professors with outstanding teachers. They’d reallocate some of
their athletic and shrub budget to providing peer and adult mentors
for students as well as to a career center that actually got its
graduates jobs.

Marty Nemko holds a Ph.D.
from the University of California, Berkeley specializing in the
evaluation of innovative programs and subsequently taught in
Berkeley’s graduate school. He is in his 24th year hosting Work
with Marty Nemko on KALW-FM, a National Public Radio affiliate in
San Francisco. The archive of that program plus 1,000 of his
published writings are free on www.martynemko.com.

Marty Nemko’s Recent Articles

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Workplace Essential Skills (Adult Education and Literacy Series) [20 VHS Videos] Reviews

Workplace Essential Skills (Adult Education and Literacy Series) [20 VHS Videos]

(Original series had 25 VHS videos, 20 are included in this listing) Workplace Essential Skills is designed for adults who are looking for a job or want to improve their skills in order to land a better job. The program offers lessons on what to expect from the job application process, what skills and attributes employers look for, and how those skills are put to work in real on-the-job situations. 1) Orientation 2) Planning to Work 3) Matching Skills to Jobs 4) Applying for Jobs 5) Resu

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SME Education Foundation Partners with North Carolina Motorsports Association to Produce Motorsports Institute Summer Camp

Dearborn, MI (Vocus) July 1, 2009

Twenty-four high school juniors and seniors with backgrounds in high levels of science and math have been awarded a unique opportunity to participate in a week-long motorsports camp. The Motorsports Institute Summer Camp is hosted by the North Carolina Motorsports Association (NCMA), in partnership with the The Society of Manufacturing Engineers Education Foundation. The camp is being held June 15-19 at Central Piedmont Community College and Charlotte area motorsports facilities. Curriculum and camp management will be conducted by Ten80Education’s Fast Track R.C. team.

Applications were received by students from several schools in North Carolina, South Carolina and Virginia. The students’ experience will not be a typical classroom environment. Using remote control RC Cars, students will learn in a challenging hands-on environment that will teach the correlations of Science, Technology, Engineering and Math (STEM) as it relates to Motorsports and Manufacturing.

Working in teams, students will be challenged to design and manufacture some of the parts for the RC Car as well as solve various problems associated with manufacturing, design and engineering in a competitive racing environment. In addition, students will interact with industry professionals and experience real motorsports facilities such as NASCAR Sprint Cup team – Stewart Haas Racing, Legends Car Manufacturer – 600 – Racing, a wind tunnel at Windshear and NASCAR Sprint Cup powerhouse – Hendrick Motorsports. The camp will conclude June 19 with a competition held inside the Hendrick Motorsports Team Center. Family members of the campers, students, educators, media and public officials are invited to attend the final day event and can contact the NCMA for further information.

In addition to the SME Education Foundation, NCMA and Ten80Education, several companies have pledged support to make the camp possible. Donatos will provide students each day with a complete lunch. Mechanix Wear has donated safety gloves, Lowes Home Improvement donated goggles and Stock Car Steel and Aluminum, the leading provider of metal to the racing industry, has provided metal materials.

About NCMA:

The North Carolina Motorsports Association (NCMA) is the voice for the motorsports industry across the state of North Carolina. The industry provides a 5.9 billion dollar economic impact and over 26,000 jobs to the state. The NCMA is involved in public policy through work with the North Carolina Legislature and the National Motorsports Coalition; business development through the North Carolina Department of Commerce, Chambers and Economic Development Groups; Workforce Development which involves educational institutions statewide; and the business community and motorsports organizations. The NCMA also provides networking opportunities and industry information and resources to its membership. The NCMA is the annual host of the North Carolina Motorsports Industry Awards, which recognizes businesses, education and leaders for their achievements. www.MotorsportsNC.org

About the SME Education Foundation:

The SME Education Foundation is committed to inspiring, supporting and preparing the next generation of manufacturing engineers and technologists in the advancement of manufacturing education. Created by the Society of Manufacturing Engineers in 1979, the SME Education Foundation has provided more than $ 29 million since 1980 in grants, scholarships and awards through its partnerships with corporations, organizations, foundations, and individual donors. Visit www.smeef.org and award-winning website, Manufacturing is Cool!

Contact

Bart Aslin

Director

SME Education Foundation

313.425.3302

baslin(at)sme.org

###

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The New England Laborers’ Training Academy & Hartford Jobs Funnel Expand Partnership Under NIEHS Worker Education & Training Grant

Hartford, CT (PRWEB) December 6, 2006

The Connecticut Laborers’ District Council announced today the development of a new partnership between the New England Laborers’ Training Academy (NELTA) and the Hartford Jobs Funnel. NELTA, a sub-grantee under Laborers’- AGC Education and Training Fund’s National Institute of Environmental Health Sciences (NIEHS) grant project, will expands their program in concert with the Hartford Jobs Funnel to provide employment and life skills training to Hartford residents. At the core of the program is two seven-week, pre-employment sessions conducted at the New England Laborers’ Training Academy in Pomfret, Connecticut.

“We have developed a tremendous training facility in Pomfret, CT that is fully-equipped to provide comprehensive courses in general construction, hazardous waste remediation, lead and asbestos abatement and a number of other building and construction trades disciplines. This grant will offer the opportunity to a number of talented Hartford area individuals to experience classroom and hands-on instruction and to form the roots of a life-long career,” said Charles LeConche, business manager, Connecticut Laborers’ District Council.

The two-seven week comprehensive training programs will include instruction about mason tending, general construction and life skills. The first session is scheduled to begin in February 2007 and the second session in May 2007. Interested participants and employers should contact the Hartford Jobs Funnel at (860) 524-8859.

The Laborers’ – AGC Education and Training Fund is a partnership between the Laborers’ International Union of North America and the Associated General Contractors of America. Since its establishment in 1969, this nonprofit labor/management trust fund has enjoyed a history of success through cooperation. Through the development of standardized education and training programs, the organization has administered grants to support curriculum development and training, technical support and quality professional and technical development opportunities.

The Hartford Jobs Funnel is a program under the administration of Capital Workforce Partners and a service delivery system that assists Hartford residents to prepare to enter the construction field. Since 1999, the Hartford Jobs Funnel has placed over 750 Hartford residents into jobs in construction that include the following job classifications: asbestos workers, bricklayers, carpenters, electricians, ironworkers, laborers, operating engineers, painters, plumbers, roofers, sheet metal workers, sprinklefitters and tapers. Over 300 businesses throughout Connecticut have utilized the Hartford Jobs Funnel resources for a dependable source of labor. Located at 20-28 Sargeant Street, Hartford, CT, phone (860) 524-8859, the Hartford Jobs Funnel is funded by Capital Workforce Partners, CT Light & Power, Hartford Foundation for Public Giving, Making Connections and the Office for Workforce Competitiveness.

The Connecticut Laborers’ District Council represents approximate 6,000 members employed in the construction industry and other building and trade fields throughout the state. The Laborers’ International Union, founded in 1903 largely by immigrant workers, includes more than 800,000 members who work in construction and hazardous materials remediation, as well as in health care, the U.S. Postal Service and other public service sectors of the economy.

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Teaching Interview Secrets – High Conv. Education Niche

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Education, training critical to job gains in Mississippi.(As I See It): An article from: Mississippi Business Journal

Education, training critical to job gains in Mississippi.(As I See It): An article from: Mississippi Business Journal

This digital document is an article from Mississippi Business Journal, published by Venture Publications on February 16, 2004. The length of the article is 896 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

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Title: Education, training critical to job gains in Mississippi.(As I See It)
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Alliance for Hiring Reform Launches Portal for Federal Hiring Education

Alliance for Hiring Reform Launches Portal for Federal Hiring Education

Alliance for Hiring Reform (AHR)

Washington, DC (PRWEB) October 22, 2010

The newly formed Alliance for Hiring Reform (AHR) launched today the HiringReform.org web portal to provide free access to articles concerning federal hiring, research reports, educational webcasts and events, and tools like an ROI calculator to help estimate the dollar value of a quality hire.

AHR, comprised of PDRI, a PreVisor Company, Human Resources Research Organization (HumRRO), and Aon Hewitt, partnered with the Center for Human Capital Innovation (CHCI) to build the portal in response to President Obama’s memorandum of 11 May 2010 that directed the Office of Personnel Management (OPM), federal agencies, and hiring managers to improve the efficiency of hiring and quality of hires.

“Our aim is to provide valuable information to agencies seeking to comply with the President’s mandate to reform federal hiring practices to achieve quality talent acquisition,” said Dr. Elaine Pulakos, spokesperson for AHR.

While the Federal Government is the largest employer in the U.S., its hiring systems have long been criticized as burdensome and ineffective. Applicants have had to submit lengthy essays describing their past job experience, which were not only time-consuming to complete and evaluate, but usually did not provide accurate information on which to base hiring decisions. The President’s directive requires agencies to make significant changes to streamline and improve the current hiring process – including assessing applicants using valid, reliable tools – by this November 1st.

Given the direct connection between good hiring decisions, a first-class civil service and a high performing government, the Partnership for Public Service took an in-depth look at how agencies are assessing candidates for federal jobs today, the barriers to hiring the best candidates and how the process can be improved.

The study, released 26 August 2010, found that applicant assessment is the weakest link in the government’s problematic hiring chain, with top candidates frequently getting lost in meaningless evaluation. The report findings were part of a panel discussion about how agencies can overcome barriers to improve federal applicant assessment.

Taking the lead in the hiring reform efforts, OPM will begin a pilot program using a new set of tools for assessing the skills and qualifications of job applicants. Angela Bailey, OPM’s deputy associate director for recruitment and diversity, announced in September that several agencies, including the Defense and Veterans Affairs departments, will start the six-month pilot between October and December. By next summer, OPM anticipates other agencies will begin using the assessments. PDRI helped OPM develop the assessments.

OPM’s pilot assessments, covering 12 jobs in which most vacancies are expected, are the single most important step that will improve quality of hires. To improve the efficiency and speed of hiring, OPM is also piloting a fully automated, web-based assessment administration platform.

With the launch of Hiringreform.org this week, agencies can stay abreast of OPM’s pilot program progress and all the latest developments regarding hiring reform in the Federal Government.

For more information about AHR, contact: Mike Littman, 703-674-3332

About the Alliance for Hiring Reform

The Alliance for Hiring Reform (AHR) supports improvements in the recruitment and hiring processes throughout the Federal Government. AHR seeks to promote a better understanding of the benefits of assessments in the hiring process, and to build awareness among those responsible for improving the hiring process in the Federal Government. AHR’s founding members, the premier thought leading organizations in the fields of human capital management and assessment, include PDRI, Aon Hewitt and HumRRO.

Media Contact:

Donna Lehman

MarketUP

Office: 770-565-7275

Cell: 770-362-9287

###

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Vocus, PRWeb and Publicity Wire are trademarks or registered trademarks of Vocus, Inc. or Vocus PRW Holdings, LLC.

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Oglala Lakota College ? A Centre Of Education With Recreation

Oglala Lakota College ? A Centre Of Education With Recreation

Established in 1971 by the Oglala Community, Oglala College in Kyle , South Dakota offers several degree and distance learning programs. One of the renowned universities of United States of America , the college mainly runs courses in computers, teaching, human services, nursing and business.

Administration

The central headquarter of Oglala Lakota College is in Piya Wiconi. This premiere institute was opened for the students of Lakota community on the fundamental reservation system, enabling students to get a job easily. Hence, the college has centers in all the nine districts sticking to the Pine Ridge Reservation.

Previously, an exclusive college for the students of Lakota community, the institute now caters to all the students irrespective of caste, community, creed or religion. For this purpose, the college has started a special college center at the Rapid City in South Dakota for the foreign and urban students.

Degrees and Programs

A host of courses and degree programs are available to the college students. The main subjects include human services, applied sciences, social work, information technology, computer applications, teaching and early childhood. An Associate Degree in nursing is also there for students inclined towards nursing. The business students too find appropriate courses here, to set a successful business in future.

part from the above mentioned degrees in the given disciplines, the college also offers foundation programs , distance learning programs and continuing programs . There are special degrees for the Lakota community students as well; namely, Masters in Lakota Leadership and Baccalaureate degrees in addition to the certificate courses and A.A. degrees.

Other Important Bodies

The decentralized college is home to many service centers and organizations. There is a book store with a varied and vast collection of literary books. An athletic club finds its place not only as a center of athletics but also for organizing sports. A recreation center provides all kinds of leisure activities and entertainment to the students.

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PESC Joins Education Social Software Community edu1world.org

Irvington, VA (Vocus) October 6, 2010

Members of PESC, the Postsecondary Electronic Standards Council, will soon be collaborating and communicating on a whole new level with world class enterprise social software as a service available through edu1world.org. By using edu1world to create private communities for their volunteer workgroups, PESC will elevate both the efficiency and effectiveness of each group and gain access to oversight and collaboration among all workgroups. In addition, they will be able to easily share information and documents with the entire higher education technology community, creating a much-needed central location for technology professionals to access information, engage in threaded discussions and contribute ideas.

Michael Sessa, President and CEO of PESC, views this new PESC and edu1world venture as a “tremendous service to higher education, enabling organizations to apply cutting edge information, solutions, and best practices to their work while building for the future.”

PESC is a neutral umbrella agency which brings together scores of volunteers from: colleges and universities; college and university systems; professional and commercial organizations; data, software and service providers; non-profit organizations and associations; and state and federal government agencies. PESC and these entities collaborate to create electronic standards and tools that ensure student data documents, such as transcripts, admissions applications, enrollment verifications, and loan applications, are easily transferred from entity to entity. Through open and transparent community participation, PESC enables cost-effective connectivity between data systems to accelerate performance and service, to simplify data access and research, and to improve data quality along the higher education lifecycle. In this electronic age, their service is invaluable to higher education institutions, their faculty, staff, and students.

Lauren Hart Piper, Vice President-Product Management of edu1world, commented, “We are thrilled to partner with PESC and will support their mission through hosting communities with the best web 2.0 features available, including content management, threaded discussions, emailable posts, user controlled digests, wiki’s, and document storage and retrieval. We foresee this partnership adding velocity to PESC’s drive for interoperability and to their quest to help organize and govern the community toward cost-effective and efficient solutions for the future.”

For additional information on the edu1world PESC Community, please visit http://www.edu1world.org/PESC/. Registration on edu1world and participation in the PESC community is free, as are all public communities on edu1world for full time higher education institution employees.

Please visit edu1world.org for more information on how to register for membership at no charge. Technology vendors and consultants are also welcomed and encouraged to participate in many of the communities on the edu1world website for a nominal monthly fee.

About edu1world

Edu1world, LLC serves higher education technology practitioners & providers, administrative professionals, vendors, associations, and faculty who are interested in and work with technology. The edu1world.org site is made up of virtual communities of practice where members from around the world connect, collaborate, communicate, and access the information they need to succeed. The edu1world mission is to deliver a state of the art web 2.0 SaaS application that builds transparency between technology vendors and educational institutions and unites the vendor community with the education industry for the benefit of all.

Edu1world is a project of The Tambellini Group, a consultancy providing trusted market insights through innovative tools, high-quality research and industry expertise that minimizes the risks associated with technology purchase decisions, improves vendor-customer relationships, and enables breakthrough results for decision makers who work in or serve the education, government and not-for-profit markets. The Tambellini Group, founded and led by Vicki Tambellini, is headquartered in Irvington, Virginia.

About PESC

Established in 1997 & located in Washington, D.C., the Postsecondary Electronic Standards Council (PESC) is a 501(c)(3) non-profit, community-based, umbrella association of colleges & universities; college and university systems; professional & commercial organizations; data, software & service providers; non-profit organizations & associations; and state & federal government agencies.

Through open and transparent community participation, PESC enables cost-effective connectivity between data systems to accelerate performance and service, to simplify data access and research, and to improve data quality along the higher education life cycle.

Contact:

For edu1world:

Lauren Hart Piper

VP Product Management

+1.804.438.9393

For PESC:

Michael Sessa

President & CEO

+1.202.261.6516

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Vietman Veterans Memorial Fund Selects Tishman Construction to Oversee Construction of the Education Center at The Wall

Washington, DC (PRWEB) October 4, 2010

The Vietnam Veterans Memorial Fund (VVMF) has chosen Tishman Construction Corporation of Washington, D.C. as the construction manager for the Education Center at The Wall, announced Jan C. Scruggs, VVMF founder and president.

The Education Center at The Wall is a learning facility being built on the National Mall, near the Vietnam Veterans and Lincoln Memorials, which will put faces to the names on the Vietnam Veterans Memorial and celebrate the values embodied by all of America’s service members.

“In looking for a construction manager, VVMF wanted to find a firm that understands the delicate challenges of working on a building in a historically significant area,” said Scruggs. “Tishman is the construction manager for the new One World Trade Center building in New York City, so we feel the firm is uniquely suited to building on the National Mall.”

Tishman also has a long history of working on projects in Washington, D.C., including the U.S. Department of Homeland Security, the American Pharmacists Association Headquarters, and the Ronald Reagan Building.

The Education Center at The Wall is already well into the design approval process with the federal commissions and local agencies that must approve new additions to the National Mall, and Tishman will continue that cooperative work as design development moves forward.

“At a time when we’re reminded daily of the sacrifice that Americans in uniform are called on to make each day, being selected for a job of this significance is an honor and a source of pride for everyone at Tishman,” said Daniel R. Tishman, chairman and CEO of Tishman and vice chairman of AECOM. “We look forward to working on a project that will provide visitors with a sense of history and serve as an appropriate place to display so many mementos of remembrance that have been left by millions of visitors to the Vietnam Veterans Memorial.”

The Education Center at The Wall has been designed to minimize visual impact on the site and preserve the historic vistas of the National Mall. It will adhere to the strict design standards set by the owner and operator, the National Park Service. The Center features a courtyard that is open to the sky, maximizing the use of natural light in the Center. Reflecting the importance of using “green” technology, the project team will incorporate sustainable design features and construction techniques in order to pursue LEED (Leadership in Energy and Environmental Design) silver certification.

The centerpiece of the exhibits will be a wall of larger-than-life photographs of those whose names are on the Vietnam Veterans Memorial, shown on their birthdays. Other displays will showcase some of the more than 100,000 items that have been left in tribute at The Wall, a timeline of key military events of the Vietnam War and a history of the Memorial. The Center will celebrate the values embodied by all of America’s service members—loyalty, duty, respect, service, honor, integrity and courage—and one of the exhibits will show images of those who served in all of America’s conflicts, from the Revolutionary War to Iraq.

Ennead Architects, LLP, formerly known as Polshek Partnership Architects, is designing the Education Center at The Wall. Some of the New York City-based firm’s other notable projects include the William J. Clinton Presidential Center, the Newseum and the Utah Museum of Natural History.

Ralph Applebaum Associates, currently the largest interpretive museum design firm in the world, has been chosen to create the exhibits for the Education Center at The Wall. RAA’s past projects include the U.S. Holocaust Memorial Museum, the Newseum and the U.S. Capitol Visitor Center.

Gen. Colin L. Powell, USA (Ret.) is the honorary chairman of the million fundraising campaign to build the Education Center. VVMF has raised an estimated million for the project, including the million lead gift from Time Warner and a recent million matching grant from San Antonio Spurs owner Peter Holt to match all donations from his home state of Texas up to million.

About Tishman Construction Corporation

Founded in 1898, Tishman Construction Corporation (www.tishmanconstruction.com) is one of the world’s leading builders, currently managing construction for the 1,776-foot-high One World Trade Center in New York and the new headquarters for the U.S. Department of Homeland Security in Washington, D.C. Tishman recently joined AECOM Technology Corp., a global provider of professional technical and management support services to a broad range of markets, including transportation, facilities, environmental, energy, water and government. A Fortune 500 company, AECOM’s 48,000 employees serve clients in more than 100 countries and the company had revenue of .3 billion during the 12-month period ended June 30, 2010. More information on AECOM and its services can be found at www.aecom.com.

About Vietnam Veterans Memorial Fund

Established in 1979, the Vietnam Veterans Memorial Fund (www.vvmf.org) is dedicated to preserving the legacy of the Vietnam Veterans Memorial in Washington, D.C., promoting healing and educating about the impact of the Vietnam War. Authorized by Congress, its most recent initiative is building the Education Center at The Wall, an underground facility near the Memorial that will help visitors discover the stories of those named on The Wall and celebrate the values embodied by all service members who served in all of America’s wars. Other Memorial Fund initiatives include educational programs for students and teachers, a traveling Wall replica that honors our nation’s veterans and a humanitarian and mine-action program in Vietnam. To learn more about the Education Center at The Wall, visit www.buildthecenter.org.

Contact:

John Gallagher

Tishman Construction Corporation

(212) 708-6882

gallagher(at)tishman(dot)com

or

Suzanne Halpin

Rubenstein Associates

(212) 843-8283

shalpin(at)rubenstein(dot)com

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