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UCLA Bias, Keith Fink

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Cuban Missile Crisis

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1975 Quiz Trivia

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Digital Story Telling Tools

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Ian Hunter: Mick Ronson, Beside Bowie

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Obama Spied on Thousands During Election

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Researcher, Optimizer, Visionary

Researcher

Gathers data and information to assist in better designs and decisions.

Are you:       Detail-oriented and structured in all your work efforts.

Can you:      Assess and locate the right information and resources needed to complete a project.

Do you:        Enjoy getting things organized and building routines for consistency.

Researcher	25 %
Optimizer	15 %
Visionary	15 %
Builder	10 %
Mentor	10 %
Educator	10 %
Warrior	10 %
Super Connector.    5%

Optimizer

Assesses, analyzes, and maps out improvements that directly save or make money.

Are you:    Someone people rely on to make sound financial decisions.
Can you:   Assess a business or project and immediately see ways to save or make money.
Do you:     Gain satisfaction from knowing your work makes the business more profitable.

Visionary

Thinks big-picture and conceptualizes ideas to motivate others to action.

Are you:    Capable of shaping a vision for those that can’t see the possibilities.
Can you:   See the end before the beginning. Able to assess from a bird’s eye view.
Do you:     Have a long-term mindset and plot your course accordingly.

Obama Sex and Drugs Biography

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Under Caesar's Sword, University of Notre Dame

Caesar

Application Cover Letters Match Letters

http://www.CareerPotential.com
http://www.FordMyers.com
http://www.CareerCoachesPhiladelphia.com

When responding to an advertised job opening, following-up after an interview, or pursuing an opportunity arising out of your networking activities, a particularly strong format for your cover letter is called a “Perfect Match Letter.”

All three of the situations mentioned above offer the chance to sell yourself by matching YOUR experience/strengths/contributions to THEIR problems/needs/challenges.

The “Perfect Match Letter” gets its name from the fact that your letter is divided into two columns with a line down the middle of the page, giving the body text an overall appearance of a two-column “matching exercise.” The left-side column heading should be “Your Requirements” and the right-side column heading should be “My Qualifications.” You will fill the left-side column with bullet points outlining the credentials and experience that the company is looking for. The right-side column will have its own list of bullet points, itemizing your matching qualifications for each of the job’s requirements.

The reason this format is so effective is that you’re making it easy for the recipient of your letter to see clearly and quickly that you’re a match for every criteria they’re looking for. They won’t have to think or interpret your letter; usually they’ll just place your materials into the “yes” file!

Another compelling reason to master this type of letter is the fact that, in my experience, “Perfect Match Letters” have a very high response rate! Up to 75% of the time you send this letter format in response to a job opening, you’ll receive a positive response – whether that’s placing your resume on the “yes” pile, or receiving a phone call from the employer, or getting a meeting with a recruiter, or landing an interview with the hiring manager – you get the idea!

Of course, “Perfect Match Letters” are more difficult and time-consuming to write than the standard, short cover letters that most candidates send. But the time and effort will be worth it! Plus, once you’ve drafted a few of these letters, the process becomes much easier. This is because you can simply “copy and paste” many of the snippets from your existing “Perfect Match Letters” into your new ones.

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Here is a sample introduction for a letter where you’re responding to a job posting:

Dear Ms. Nordberg:

Whether the issue is employee transition, retention, development or selection – I am a big believer in deployment, and not just employment. This is the mindset I would like to bring to the position of Managing Consultant in your Baltimore office.

When your job posting came to my attention, it became clear how closely my qualifications match your requirements – as you will see in the outline below …

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Here is a sample introduction for a letter where you’re following-up on a networking meeting in which the other person mentioned challenges in his/her own company:

Dear Mr. Garagiola:

During our networking meeting on February 10, you discussed various issues within your supply chain management systems. Additionally, you mentioned your desire to reduce the cost and risks of code customization.

In all of my prior positions, I have been tasked with reducing costs and improving management processes. After listening carefully to your business concerns, it seems that you would benefit by engaging a professional who could accomplish exactly that at Trundle Corp.

With this in mind, I have taken the liberty of listing below the problems you reported, along with specific examples of how I have successfully addressed such issues in the past …

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Here is a sample introduction for a letter where you’re following-up on a job interview with a Thank-You note:

Dear Ms. Mayer:

Thank you very much for interviewing me last Friday and discussing why I would be an excellent fit for the Principal Product Manager position. From our conversation and those with other team members, I feel even more interested in this opportunity with Transtronics.

I have taken the liberty of outlining below the requirements you seem to be looking for in the successful candidate, along with my relevant professional accomplishments …

Mohammed Ali's FBI Files

As a Nation of Islam heavyweight, boxing legend Muhammad Ali referred to Caucasians as “white devils” and “crackers” and told mosque worshipers that “black women have the best sons and daughters in the world,” according to Federal Bureau of Investigation (FBI) records obtained by Judicial Watch. Known as Cassius Clay before converting to Islam, Ali also said “programs of integration are useless,” that blacks want separation not integration and that the 1964 Civil Rights Act was a “swindle.” The three-time heavyweight champion also told Muslims during a mosque delivery that “the so-called Negro is the original man and is superior to the white devil” and that he’d rather be with his own people than “blue-eyed devil white people.”

The FBI files  present a picture of the late heavyweight champion that is clearly at odds with much of the image portrayed at the time of his death last year. His deep involvement with the Nation of Islam and its racially divisive rhetoric and behavior is part of a record that deserves to be revealed and contradicts Ali’s image as a civil rights icon. The hundreds of pages of documents are related to the FBI’s investigation of Ali for evading the draft and the government’s monitoring of the Nation of Islam, which is described by the agency as an “all-Negro, quasi-religious organization which espouses a line of violent hatred of the white race, Government, law and law enforcement.” The federal surveillance files show that Ali told a Washington D.C. mosque crowd that he preferred “dying outright” or going to jail than going into the Army and at a Cleveland mosque the boxer said the American flag “represented death and destruction” but the “Muslim flag” represents “life and prosperity, justice for all black men.”

The records reveal the great threat the FBI perceived the Nation of Islam to be in the 1960s and that Ali was closely monitored by the agency as a “security matter” due to his associations with Nation of Islam leaders Elijah Mohammad and Malcom X. The Nation of Islam followed Mohammad’s interpretation of the “Koran,” the FBI records say, which taught that white people are “white devils” to be destroyed in a coming “War of Armageddon.” In April 1964, Ali’s plans to travel to Muslim countries alarmed the FBI and the agency searched his passport files and recorded that while in Accra, Ghana, Ali said he planned to bring four wives back to the US. Ali’s ex-wife, Sonji Roi, informed the FBI that the Nation of Islam received 80% of the boxer’s earnings while he only got 20%. The records also state that Ali was arrested for assault and battery in July 1960 at his parents’ home in Louisville, Kentucky and that his mother witnessed the crime.

Judicial Watch had to sue the government to get the records, which are decades old but come to light as Ali’s family ironically uses his name and legacy to launch a national campaign to end racial and religious profiling. Just weeks ago, Ali’s second wife, Khalilah Camacho-Ali, and son, Muhammad Ali Jr, announced that they’re launching an anti-discrimination initiative called “Step into the Ring.” The inspiration came from getting detained and questioned at a south Florida airport where mother and son claim they were racially and religiously profiled. The Alis were returning from a Jamaican Black History month event in February and assert that federal immigration officers harassed them. As part of their “Step into the Ring” campaign they traveled to Capitol Hill in March to make a plea to end racial and religious profiling. During congressional testimony Camacho-Ali said this: “Somebody needs to turn this ‘humanity’ switch on because we’re not going to go back to Robert E. Lee,” referring to the Civil War Confederate Army commander. “We must step into the ring and fight this thing and keep fighting it until it’s done because it will be done,” she continued.

When Muhammad Ali died in Phoenix, Arizona last June hordes of media outlets published obituaries rehashing his spectacular boxing career and accomplishments as a civil rights idol. One mainstream news outlet called Ali a “civil rights champion ” and “an emblem of strength, eloquence, conscience and courage.” Another wrote that, along with a fearsome reputation as a fighter, Ali spoke out against racism, war and religious intolerance. Then President Barack Obama issued a statement saying that Ali fought for everyone. “He stood with King and Mandela,” Obama said, adding that the boxer “stood up when it was hard; spoke out when others wouldn’t. His fight outside the ring would cost him his title and his public standing. It would earn him enemies on the left and the right, make him reviled, and nearly send him to jail. But Ali stood his ground. And his victory helped us get used to the America we recognize today,” the former president said in a White House statement that was published worldwide. Ali’s FBI files certainly paint a vastly different portrait of the boxer.

Saved in Holocaust

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Twin Falls Islamist Cover Up

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Philadelphia Protest: Kill Trump

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Executive Director

Accelerated Programs

CEU Symposium

Partner

Agreements with Partners

What are the 3 most important adult learner/non-traditional related issues across campuses today?

First, I will define the adult learner/non-traditional learner:
Fostering

• Delayed enrollment in postsecondary education
• Financially independent
• Working at least part time while enrolled
• Is a single parent
• Not obtained a standard high school diploma
• Has dependents other than a spouse

As a result of the unique characteristics of these learners there are three issues I will address here in Institutional Culture and Support.

Institutional Culture and Support

Academic Practice
Best practices from those working directly with non-traditional students typically set the stage for engagement and success. According to Rendon, Jalomo and Nora, “non-traditional students do not perceive involvement as them taking the initiative. They perceive it when someone takes an active role in assisting them.” I advised each of my new students individually and led the academic New Student Orientations. I advised students toward multiple Quarter enrollment that focused on the best fit of their major and helps students to clarify their educational goals. My advising came with a great deal of effort and that initial relationship building between the adviser and student led to career success, or continuing on to graduate school.

Continued engagement throughout one’s academic career is where many institutions try and often fail for non-traditional students. The multi-Quarter enrollment strategy employed above meant that I encouraged a formal investment in an academic community. In a 2012 study surrounding non-traditional approaches to non-traditional students, Buglione revealed that the classroom is the only higher education connection for non-traditional students. This creates and mandates enormous opportunity and responsibility for faculty.

Tinto stated, “Retention requires that a student see him or herself as belonging to at least one significant community and find meaning in the involvements that occur within that community. A significant community was created and for instance two of my students bought a lap top (pink) for a female student to help her in the classroom. I hired faculty with the goal of helping non-traditional students understand the value of proactive behavior in their academic pursuits.


Learning Support Services
Non-traditional students require many different kinds of support and assistance from family, friends and institutions of higher education. This can include library resources, evening lectures, pod study, tutoring, writing resources, career counseling services, online forums, non-traditional student organizations, etc. My learning support services consisted of a librarian who would engage students by walking the halls soliciting for mini-workshops, gave out relevant hand-outs, and staffed hours in the Learning Resource Center on a drop-in basis. I employed these retention strategies to incorporate career assessments on campus, establish study groups, assign faculty mentors and initiate on-campus activities.

Socialization Opportunities
Individuals have an innate tendency to scan their environments, looking for others with whom they identify. Online forums, networking opportunities, community events and formal/informal organizations all provide great opportunities for non-traditional students to socialize and develop a sense of belonging within colleges and universities. Research by Gilardi and Guglielmetti indicates that non-traditional students put more energy into informal contact outside formal teaching situations than traditional students. For example, at my campus, with faculty advisers, and recruiting students, I formed clubs based on student interests: business, veteran's, etc., to socialize students. According to Kasworm, relational engagement through informal contact can help students develop their own student identity even in non-residential contexts such as online programs. This plays a crucial role in retention through a stronger sense of integration for non-traditional students.


What are the 3 biggest challenges facing the delivery of education to adult/non-traditional learners today?
Environments

1. Increase opportunities for adults to complete a college degree in a personalized, timely, affordable manner that will enable them to obtain meaningful employment.
2. Utilize technology and innovative programming to deliver cutting-edge curriculum, prior learning assessment, career planning, life coaching, academic advising, and other best practices to ensure success for adult learners.
3. Create lifelong learning and enrichment opportunities for older adults to broaden their experiences and engage them in the university community.

In light of these challenges I instituted:

• Flexible and personalized academic advising, success coaching, and career/life planning delivered through in-person, phone, SKYPE, walk-in and evening appointments;
• Military Service Center (MSC) offering comprehensive services/support to military service members
• University Credit Assessment Center and Prior Learning Assessment program
• Career-focused and individualized degree completion programs
• Adult student-focused programming such as Student Appreciation Week, Town Hall, and Voice of the Student survey

Prior Learning Assessment

Prior Learning Assessment (PLA) is the process of rigorous evaluation measuring student learning that has occurred outside the college classroom to determine whether it is appropriate for college credit. It then applies an equivalent number of college credits to the learning. Credits earned through PLA are connected to learning outcomes, not measures of seat-time (Center for American Progress 2011). The main sources of PLA credit are learning acquired through work, volunteerism, military training, and industry certifications.


Surveys administered by the College Board found that students receiving passing scores (50 or above) on CLEP exams were positively affected in their ability to pay for college and positively assisted in degree completion (College Board 2004). An assessment conducted by the American Council on Education in 2012 found that 83 percent of colleges and universities that have services for veteran and military students award PLA credit for military training (American Council on Education 2012).

In particular, these students excelled in the classroom and/or went on to graduate study.

Student Academic Services: Success Coach

Success coaching is another innovative approach to serving adult learners. In the region, I appointed a Senior Success Coach and trained regional Success Coaches. Increased retention and enrollment are achieved through face-to-face meetings, phone calls, and e-mail to discuss academics, financial aid, personal issues, course/faculty concerns, and study strategies and to connect students directly to university and community resources. In addition, copious notes were maintained in the University 360 database for all interested parties to observe and consult in order to assist students.

Success Coaches provide one-on-one communication and support and remain a resource throughout the student’s entire academic journey. Coaches proactively deliver key university messages by way of phone, notes, e-mail, and social media and are a single point of contact to assist students with any questions, problems, or concerns related to their university experience and to connect students to the appropriate person for resolution. The Campus Dean is the next step in appeal or assistance to address student needs.

Degree Completion Programs

The Universities that I consulted for or worked for had various degree completion programs geared toward adult and transfer students. The content and delivery methods are flexible to fit into a busy, working adult’s schedule. The purpose is to remain flexible and nimble in responding to opportunities in a timely manner as well as having flexibility to employ faculty members who understand the needs of adult learners. I hired faculty with the skills to deliver courses using adult-friendly pedagogy and advanced technology.

With the fluidity, transformation, and increasing accountability for learner outcomes in higher education, I created or sought out new and innovative approaches to serving all students that provide quality academics, career preparation, affordability, and accessibility.


What are your thoughts and experience with online and hybrid learning in today’s educational market?
Blended

Historically, my thoughts about online degree programs is that they have never attracted large numbers of “traditional” undergraduate students. I would claim that there are new and viable alternatives emerging within “traditional” undergraduate education waiting to be explored, one of which is blended learning. Who is driving demand for blended learning? The appetite for a blended experience is driven mostly by two very unconventional and historically at-risk segments of the otherwise traditional student market: students planning to start at a two-year college and transfer to a four-year institution. These two student populations prefer blended experiences over wholly on-campus experiences for several obvious reasons. For one, most of these students work full- or part-time while in school or need to balance school with other competing priorities, which makes them more like adult learners/non-traditional students. For these students, having access to online courses adds flexibility and convenience. er completing. By adding online components to their experience, you will not only offer them a more flexible way to make progress toward their degrees, but also build a better foundation for predictive models.

My experience with online and hybrid learning is extensive stretching back to 1994 when I first started building online courses. I advanced my knowledge and planned as a University consultant by earning my first online certificate in 1997; finally, more recently, I earned two additional certificates in technology by enrolling in MITx online courses myself. 

How would you work for, support and advance the mission and traditions of a Catholic higher education institution?
Educating Today Report
Toolkit

Instrumentum Laboris was prepared to assess Catholic education, reflect on its contemporary importance, and sketch out guidelines for developing the mission of Catholic educational institutions in the coming decades. There are several distinguishing features of Catholic higher education, such as the contributions of religious congregations (as well as competent laity), efforts to serve the common good, and the role of Catholic colleges and universities as the place where faith and culture meet. At the same time, there are challenges, including the cost of access to education, yet the value of the Catholic university is as a place for the Church to think strategically and to listen carefully toward a fruitful dialogue between the Gospel and culture.

U.S. Catholic colleges and universities also seek opportunities within the classroom to help their students engage with society in a faith-filled way. I am currently at a business University and I have earned two business certificates from the Jack Welch Management Institute. Business leaders should demonstrate professional aptitude coupled with an understanding of the true and deepest purposes of the business vocation. Along these lines, the 2012 document from the Pontifical Council for Justice and Peace titled Vocation of the Business Leader: A Reflection, is instructive. For some time, the John A. Ryan Institute for Catholic Social Thought at the University of Saint Thomas also has been instrumental and it has partnered with the Pontifical Council in preparing the document.

Students are invited to view their eventual career as part of a vocational calling in service of the common good. I would work to incorporate Catholic Social Teaching applied across disciplines in ways both particular to the standards of those disciplines and as a means to foster interdisciplinary dialogue and cooperation.

Finally, within this framework, education is conducted in a service-learning style, which helps students experience solidarity with their community while developing the intellectual capabilities to confront social issues. For example, research has shown that three of every four Catholic institution graduates volunteers or in other ways participates in community service, compared with fewer than six in ten public university graduates or seven in 10 graduates of non-Catholic private universities in the United States.

I would argue that faculty at a Catholic institution of higher education, seeking truth through teaching and research, whether in the humanities or in the sciences, is itself a religious act. Faculty who live their vocation in the context of a Catholic college or university discover a sense of community and purpose, a culture of freedom and support, and an opportunity to be an agent of transformation. Through their efforts, faculty who embrace this vocational view can change the lives of their students, contribute to contemporary culture, and be enriched from and help advance the great tradition of Catholic thought.

One important way for faculty to hone their understanding in this area and enhance their own spiritual lives is to be engaged in the Catholic Intellectual Tradition and the congregation’s heritage in order to deepen their beliefs and integrate faith with reason. For example, Collegium (www.collegium.org) , is a summer colloquy for faith and intellectual life, engages faculty from all traditions to discover how they can contribute to their institution’s Catholic identity, while also respecting and taking advantage of their own spiritual perspectives and talents.

What is your understanding of and/or experience with a private independent college with undergraduate and graduate programs?
Public vs. Private

My understanding and experience with private independent colleges with undergraduate and graduate programs is extensive. In fact, my first college experience, at Woodbury University, was a joyful experience while I was working on my doctorate.

The major difference between public universities and private colleges lies in how they are funded. As a result, this difference affects students because funding is tied to tuition prices. Most public universities and colleges were founded by state governments, some as early as the 1800s, to give residents the opportunity to receive public college education. Today, state governments pay for most of the cost of operating public universities. They also oversee these institutions through appointed boards and trustees.This influx of public money is why tuition is lower at a public university. The real cost of an attendance is subsidized. Money raised from tuition doesn't need to cover all of a public college's expenses, such as paying faculty.Meanwhile, private colleges don't receive funds from state legislatures. They rely heavily on tuition and private contributions. This means tuition rates are generally higher.

I understand these students because they are more dependent on working, need additional assistance taking classes, and actually, I can relate to them better since the bulk of my academic experience has been working with this type of student.

Another difference between private and public colleges is their size and the number of degrees they typically offer. Private colleges tend to be much smaller than public universities and may have only a few thousand students. Public universities and colleges can be big, and some are huge. Because of this one factor a smaller, private independent college is more intimate and build community for students. Campus leaders quickly become a known and trusted commodity if you perform well.

Class-size is another major difference. Private colleges keep classes small, with easy access to professors. At public universities, however, 200 students may be enrolled in some classes, especially in lower-division courses.

My experience is extensive with institutions that are similar to Holy Family and include: Woodbury, Marymount Palos Verdes College, Hahnemann University, and Strayer University.

Columbia University Anti-Semitism

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Communist Pope

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Bush vs. Obama Vacations

Golf

China trip

Vacationer-in-Chief

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STEM Academy Downington, PA

Full 18 Minute Video

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STEM Academy