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  If I oppose abortion but support gay rights, what does it make me?
Posted by: The Bison - 02-10-2018, 02:33 AM - Forum: General Education Discussions - No Replies

I am very much against abortion. I do not understand how people can call themselves pro choice when the choice implied is the taking of life. At the same time I support people's right to be who they are, whether they are gay or whatever.

You chose what car you buy or what house you live in. You chose what kitten to adopt or what school to attend. But abortion is about taking human life so it makes no sense that this should be a choice.

This often makes me feel like an outcast when I meet with other progressives. So really what am I?

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  Trick Accounting Drives High College Costs
Posted by: Albert Hidel - 01-24-2018, 03:18 AM - Forum: General Education Discussions - No Replies

Quote:High College Costs Driven By Deceptive Accounting Practices

Andrew Kerr
9:12 PM 01/22/2018

Widespread use of an accounting trick at public universities may be artificially driving up the reported cost of an undergraduate education, The Daily Caller News Foundation has learned.

Policymakers at the federal and state level rely on financial data collected by the Department of Education from about 7,500 colleges and universities for use in drafting sound policy.

It has become increasingly more expensive for universities to deliver an undergraduate education, according to the data. Reported per-student educational expenditures at public four-year universities rose 16 percent from 2005 to 2015 in inflation-adjusted dollars.

Some experts believe the data reported by universities is a gross overstatement of the true cost of undergraduate education because of an accounting convention that allows universities to “disguise” research expenditures within their reported instructional costs.

Richard Vedder, the director of the Center for College Affordability and Productivity, told TheDCNF that the financial information reported by universities is a “purposeful misrepresentation” of the true cost of educating students.

“Universities are fundamentally overstating instructional expenditures and fundamentally understating research expenditures,” Vedder told TheDCNF.

“One of the reasons American universities are great is that we do research and instruction,” Vedder said. “But it’s not all positive and we are not being honest about the costs. With rising tuition, students are getting fed up.”

Shifting research expenditures into instruction could have a pronounced effect on tuition rates, especially at research universities where teaching comes secondary to research.

Research is favored over instruction

Teaching loads for full-time faculty at public universities have dropped substantially in recent decades to allow for more time researching.

Only 27.2 percent of full-time faculty at public universities spent nine or more hours a week instructing students in the classroom in the 2014 academic year, down from 39.4 percent in the 1989 academic year, according to a 2014 survey by the Higher Education Research Institute.

“Research is systematically favored over teaching, so it is not surprising that teaching loads have been falling, or that the time freed up is used for research,” the Center for College Affordability and Productivity wrote in a 2010 report.

The systemic shift in focus from instruction to research in higher education isn’t accurately reflected in university ledgers thanks to a very broad definition of instruction provided by the Department of Education’s Integrated Postsecondary Education Data System (IPEDS) survey.

Departmental research

There are two types of university research from an accounting standpoint: organized research and departmental research.

Organized research means any “specifically organized” research activities. This includes any research funded by a federal, state or private grant, and any “separately budgeted” university funded research endeavors. It is this type of research that IPEDS considers research expenditure.

Departmental research is any research activity “not separately budgeted.” Departmental research is an instructional expense, according to IPEDS.

Lloyd Armstrong, a former Senior Vice President for Academic Affairs of the University of Southern California, says most elements of departmental research are the “seed corn” of organized research.

In other words, departmental research is effectively a fundraising mechanism for universities to obtain external research grants. Considering that universities spent roughly $54 billion on externally funded research in 2016 alone, the “hidden cost” of obtaining a piece of that pie could be significant.

“In general, a reasonable estimate is that tenure-line faculty at research universities are expected to spend during the academic year roughly 50 percent time for teaching, 50 percent time for research. Thus roughly one-half of the tenure-line faculty salary costs actually are attributable to research,” Armstrong wrote in 2016.

These hidden research costs are “well-known, but seldom openly discussed,” among university administrators, according to Armstrong.

The financial impact

Oklahoma State University professor Vance Fried believes up to 40 percent of reported instructional costs at research-intensive universities may be hidden research expenditures because such institutions use the broad definition of departmental research to allocate “most faculty salaries to instruction, even though faculty may spend a great deal of time doing research, not teaching.”

“The accounting convention of classifying departmental research as instruction is wrong. It misleads people as to what the true cost of instruction is. It’s not giving us an accurate picture of what the cost of instruction is and what we are spending on research,” Fried told TheDCNF.

Fried detailed in a 2011 Cato Institute study that honest cost accounting at public universities would reveal the true cost of education is between $5,000 to $9,000 a year per undergraduate student, far less than reported per-student cost of $16,520 in 2010.

“Today, tuition not only covers the full cost of providing an undergraduate education, it generates profits,” Fried wrote. “Even at state-subsidized colleges, most undergraduate students now pay the full cost of their education.”

The “profits” generated by undergraduate tuition and state subsidies are diverted to graduate education and research, Fried claims.

Charles Schwartz, a professor emeritus at the University of California at Berkeley, also believes departmental research has a significant impact on the cost of undergraduate education.

His calculations indicate that the actual cost to educate an undergraduate student in the University of California system is $7,500 per year, far less than the $13,222 in tuition and fees charged to in-state students in 2013-14.

“What we face here is not just a (University of California) habit of bad accounting but a longstanding disease infecting all of the nation’s great research universities,” Schwartz told the Budget Committee of the California State Assembly in 2015. “This greatly distorts any rational discussion about undergraduate tuition.”

A 2012 study on the expenditures of research-intensive universities concluded the current IPEDS definition of instruction did not accurately reflect the true cost of research at such institutions.

“Perhaps the time has come to reformulate IPEDS categories for research extensive universities in ways that reflect a multi-product system where faculty are heavily involved in both research and teaching,” the study concluded.

The National Research Council (NRC) also recommended changes in a 2012 report.

“Arguing on principle for inclusion of research costs in instructional cost is tantamount to arguing that the sponsored research itself be included—which, in addition to being intrinsically illogical, would hugely distort the productivity measures,” the NRC wrote.

As alarming as the calculations are by the academic community of the hidden costs of research in higher education, it’s unclear what the true financial impact departmental research has on undergraduate tuition due to its unbudgeted nature.

“Unfortunately, IPEDS does not collect the portion of instructional expenses that are departmental non-budgeted research. I can’t cite any sources that would contain this data,” Bao Le, an associate education research scientist at the Department of Education, told TheDCNF.

Nor has any consideration been made on the potential impact departmental research may have on undergraduate tuition rates, that continue to rise faster than the rate of inflation, Le added.

Changes can be made to the IPEDS survey, but any changes would need to be approved by the White House Office of Management and Budget (OMB).

OMB Circular A-21, originally issued in 1958 under former President Dwight D. Eisenhower, also considers departmental research as a part of the instruction function of a university.

OMB did not respond to TheDCNF when asked about its stance that departmental research should be considered an instructional cost.

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  Shithole Countries?
Posted by: Ben Johnson - 01-13-2018, 04:53 AM - Forum: General Education Discussions - Replies (3)

What's the matter?  You can't call shithole countries shithole countries?  No misunderstanding the accuracy of what a shithole country is.

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  Gollin Brat to Marry…A Human!
Posted by: Dickie Billericay - 01-11-2018, 03:34 PM - Forum: George Gollin - Replies (4)

[Image: chlamydiawedding.jpg]

I know it’s hard to believe but, yes, it’s a same-species wedding! Or at least that’s how it appears without a chromosome analysis to be sure.  Most were expecting a farm animal or inanimate object would be that lucky domestic partner.

Congratulations to George Sphincter Gollin and his breeding experiment, Chlamydia.  The young lez, errr, I mean, young lass (if you consider 29 to be young) is planning to be married June 30, 2018, to one Viraj Kamat.  (See related post here.)

Rumor has it that Kamat holds an Ivy League PhD--but did NOT have 15 buddies write his dissertation for him!  The grift is weak with this one.  Such an embarrassment he must be to his ethically challenged future in-laws.  Probably just another way for darling Chlamydia to shame, humiliate and degrade her parental units.  At least he’s not a Papist, right mom?

Which one will be breaking the glass?  Or will unethical George Gollin be breaking wind instead?

[Image: breaking-glass-2.jpg][Image: chlamydia300x.jpg]

Schnozzle Tov!

[Image: ChlamydiaGayHS.jpg]
How many members of the Gay student alliance will be on the guest list?  How many will be on the honeymoon?

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  Bill Would Break Cartel, Restore Competition
Posted by: Winston Smith - 12-15-2017, 07:59 AM - Forum: Unaccredited vs. State-Approved vs. Accredited - Replies (1)

Break up that cartel!  The "iron triangle" of regional accreditation bodies, the universities, and the Department of Education must end!  Allow states to accredit nontraditional education options.  Let trade schools and nontraditional organizations directly compete for funding, and let the marketplace decide, not the government and its elitist drones.


Quote:Student Debt Is a Symptom of Our Broken Education System. This Bill Would Spark a Change
Rep. Ron DeSantis / December 12, 2017

We are facing an education crisis in this country.

While the value of continued education after high school is undeniable, our nation’s singular focus remains on the necessity of traditional four-year degrees, which come at a soaring cost to students and their families.

For many students, a classic bachelor’s degree earned at a brick-and-ivy university is a worthwhile investment that provides the necessary knowledge to succeed in their given field post-graduation. But that is certainly not the case for all students.

Estimates suggest that a quarter to nearly half of college graduates are underemployed, and often work in jobs that do not require a college degree. And college tuition does not come cheap—the amount of student loan debt held by the American people is now higher than credit card debt.

There has to be a better way to give our students the opportunities they deserve while helping drive down the astronomical educational costs that are burdening working-class families.

I recently introduced the Higher Education Reform and Opportunity (HERO) Act, a bill that would foster innovative solutions to the process of higher education accreditation and would essentially put choice and affordability back into the hands of students.

Our country’s burgeoning student loan debt has been driven, in part, by the accrediting agencies that accredit higher education bodies and decide who is worthy of government funding by way of student loans.

The regional accreditation bodies, the universities, and the Department of Education essentially act as a cartel that controls who can enter the system. This impedes the innovation that is needed to tackle high costs, lack of school choice, and the decline of value in four-year degrees.

The HERO Act aims to break up that cartel, opening up higher education to more Americans by empowering individual states to develop their own systems of accrediting educational programs. All accredited programs would then be eligible to receive federal student loan money.

The HERO Act would enable our post-secondary education system to become as diverse and nimble as the industries that are looking to hire.

States would be able to accredit nontraditional education options, such as single courses or vocational programs, to meet the particular needs of their local economy. Students would be able to put federal loan money toward single learning courses, online opportunities, and apprenticeships in skilled trades.

Freeing up states to decide how they wish to accredit education options would spark a new era of competition. Trade schools and nontraditional organizations could directly compete for funding, making their appeals to students who have a variety of interests and seek a return on their investment.

Florida could decide to accredit specialized mechanics apprenticeship programs to cater to our robust flight industry, while California might empower Silicon Valley companies to teach coding programs to students who do not necessarily need a four-year degree.

Not only would the HERO Act allow states to fulfill the educational needs they have identified, but it would give students far greater flexibility to tailor their education to their needs. With the fast pace of innovation and an ever-changing economy, workers can often find themselves in need of educational programming mid-career.

Under the reforms proposed by the HERO Act, students could take shorter courses catered to their specific educational needs rather than leave the workforce completely to go back to school.

It is important to note that this bill would not alter current federal accreditation systems. Federal agencies would, however, have to recognize that individual states are on equal footing to know where the current system is failing, and to accredit programs that will fill this void.

Greater competition would force colleges and universities to reassess their federally subsidized pricing practices and help break the cycle of government subsidies that contributes to rising tuition rates. Some students may no longer choose time-consuming and costly four-year degrees if another educational opportunity at a lower cost could impart the necessary knowledge and skills.

Additionally, the HERO Act would require institutions to publish information regarding student success, to prove that they are fiscally accountable, and to ensure schools are held accountable for student loan defaults.

The HERO Act would expand higher education opportunities to millions of Americans who are underserved by our current system. We cannot allow the iron triangle that currently controls accreditation to stifle innovation and shut out potential students from accessing higher education in a manner that works for them.

Simply put, receiving a four-year degree is not the only means of achieving career success, and our federal education policy should reflect that truth.

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  Online Can Save Small Colleges
Posted by: Albert Hidel - 11-28-2017, 12:03 AM - Forum: Distance Learning Discussion - No Replies

Quote:How Online Can Save Small, Private Colleges from Going Under
By Robert Ubell     Nov 21, 2017

[Image: small_college-1511277177.jpg?auto=compre...0&fit=crop]

In the wake of a recent series of small-college closings, the takeaway for small private colleges is that their days may be numbered. Since these schools are largely dependent on student tuition in a time when demographic changes mean fewer available high school graduates, they might as well be on an endangered-species list. Some fifty have closed in the last decade alone, and three have closed in the past few weeks.

To staunch the bleeding, many small colleges have cut things to the bone or, alternatively, invested in country-club style improvements to appeal to students and their families—strategies that may have saved some. But this may only delay the impact of relentless market forces. Some observers aren’t as pessimistic, it should be said. “We continue to believe—and we think we’ve documented it pretty well—that most small colleges have the capability to be resilient in the face of these challenges,” said Richard Ekman, president of the Council of Independent Colleges, in Inside Higher Ed. “There are a small number of colleges that are in very serious trouble,” he said. “But there are also a significant number of small colleges, 20 percent of them, that are just soaring. They’re doing very well.” But Moody's predicts that the number of small failing colleges and universities will triple in the coming years and mergers will double.

One strategy for these colleges to avoid extinction is to diversify—to avoid a precarious reliance on residential students. And one way to do that is by adding online programs to the mix.

The challenge for many small colleges is that they see online courses as at odds with their very identity. After all, these institutions embrace intimacy as central to their mission, with close, mentoring relationships between faculty and students, and deep, comradely connections among students—essential ingredients of highly engaged learning. For many, online fails to meet these crucial education ambitions. Instead, they reject virtual instruction as alienated learning, with isolated faculty and students coldly facing inert computer screens—not one another.

Yet in post-industrial America, the digital world is as “real” as it gets, with most of us doing our shopping, binge-watching our favorite shows, texting and chatting with friends and following them on Facebook, and clacking away at keyboards all day at work. Today, serious research is impossible without searching databases, hunting references on Google Scholar and emailing colleagues worldwide. Rejecting online is a retreat into nostalgia.

One problem is that some faculty long for a return to the simpler times of the past, as I argue my new book, Going Online. Small schools—mostly in the Northeast and Midwest—are charming stage sets of Jeffersonian pastoral democracy, a fantasy even in its own time.

That’s one reason why so few small colleges have jumped into providing online programs. “About fifty percent of U.S. colleges and universities have no more than a smattering of online enrollments, with little, if any, offered by most small private schools,” said Jeffrey Seaman, co-director of the Babson Survey Research Group, which tracks online enrollment.

There is growing recognition of the quality of online models. With the scholarly literature almost universally confirming that online may be as good or better than conventional instruction, arguments against it seem a bit curmudgeonly, following those who turn their backs on solid evidence. With Harvard finally going online, you wonder why so many schools have let digital instruction pass them by.

It turns out that online programs open education to those who couldn’t attend otherwise. Nontraditional students now comprise nearly three-quarters of America’s college population. With many young adults working, caring for families, or traveling on the job, commuting to campus is not so easy and may even present real hardship, an impossible burden when you’re occupied with sometimes crushing demands at home or at work. As small colleges reach out to these new students, they might also turn threadbare balance sheets from red to black.   

Daunting Shift

Since it’s likely that faculty and staff members at small private colleges have little or no experience delivering digital programs, here are a few tips:

There are more options than ever for colleges to enter the online-degree space. While it can seem daunting, it’s possible to go it alone—as I did 20 years ago at Stevens Institute of Technology, a small technical school in New Jersey.

You’ll need to come up with a modest investment in expert staff, skilled at instructional design and digital recruitment. You’ll also need to find an online-learning champion, an effective leader who is a strong advocate for the pedagogical benefits of virtual instruction. If you’re lucky, you may have just the right anchor right on campus, either on staff or among your faculty. Chances are, at first, you may not need to invest in wiz-bang learning technology, since, like most schools, you already have a learning management system in place for your residential students. There’s no need to replace it with an upgrade. Your present LMS is likely to do just fine.

Or you can turn to companies that help colleges build online programs, who will come to your aid for a fee to do pieces of the online puzzle for you, relieving you and your staff of tasks you may not be skilled at, especially digital recruitment and instructional design. Some, known as OPM’s (or online program managers) also act like banks, financing your virtual programs in exchange for a sizeable slice of your revenue (often requiring 50 percent of revenue from online programs for a set number of years). The good news about OPMs is that if your new digital program flops, you’ll get off scot-free (except for faculty compensation) since your OPM invested all the money. But just like going on your own, you’ll need to put an online champion in place to coordinate everything for you.

While faculty resistance to teaching online is still a serious obstacle, imagine how it was 20 years ago when I was asked to launch a new digital learning unit at Stevens Institute of Technology. In my appeals to the faculty to consider migrating their on-campus degrees online, Freud might have diagnosed their response as “passive aggressive”—many with blank stares; others only half paying attention, their gaze out the window or on the tips of their shoes.

A few early adopters signed on, but it was slow going at first, with most ignoring my overtures. The turnabout came when a highly-respected scholar, a dig-his-heels-in opponent, not only dropped his disapproval of digital learning, but became a fervent advocate, teaching online himself and encouraging others to follow. Practically overnight, most of the rest of the faculty jumped in. The denouement is that today, Stevens offers nearly 60 online programs and has won national awards, too.

Small colleges have a good chance at turning things around and thriving if they give online a chance and recruit older, mid-career students. Chances are your online students will be honored to “walk,” diploma in hand, finally visiting your beautiful campus at commencement.

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  Pronouns - The Future is Now
Posted by: Ben Johnson - 11-27-2017, 01:03 AM - Forum: General Education Discussions - Replies (1)

A teaching assistant at Wilfrid Laurier University was being disciplined for having a discussion about manufactured inclusive pronouns.  She recorded the conversation - oops.  The university apologized for being mindless assholes.  Wilfrid Laurier University used to be called Waterloo Lutheran University before the Godless Marxists took over in the 1960s.

Audio is 2nd audio/video link on page

http://nationalpost.com/news/canada/here...rson-video

It's always nice to get Hitler's opinion.  Being a Nazi, he is onside with the university.

https://www.youtube.com/watch?v=93Qs2oiTx2Y

An interview:

https://www.youtube.com/watch?v=ZwUMk8DtuQ0

Nudder interview:

https://www.youtube.com/watch?v=vpFUvfAvKs4

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  Kids These Days
Posted by: Ben Johnson - 10-31-2017, 12:55 AM - Forum: General Education Discussions - Replies (3)

School wasn't like that back in the day.

https://twitter.com/NCSox/status/9247108...23comments

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  Paglia and Peterson
Posted by: Ben Johnson - 10-16-2017, 03:10 AM - Forum: General Education Discussions - No Replies

What is wrong with higher education and society in general.  If you have a couple hours, this is wonderful.  Give it 10 minutes and you will be drawn in.  Old style academics.  The old lesbian gives me a chubby.

https://www.youtube.com/watch?v=v-hIVnmUdXM

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  Mandalay Bay: Look For Union Label
Posted by: Winston Smith - 10-05-2017, 10:29 AM - Forum: General Education Discussions - Replies (17)

How did the guy get all those guns AND a gazillion rounds of ammo into the room, without anybody noticing?

Look for the union label!  Mandalay Bay security "the first ever Casino Security Professionals to unionize in Las Vegas."

Quote:Welcome Mandalay Bay Las Vegas

[Image: 2017%20-%20Mandalay%20Bay%20Group.jpg?itok=Fl5Gw-C0]

On December 9, 2016, the Mandalay Bay Casino Security Professionals voted 2 to 1 to join the SPFPA Family. This historic victory makes them the first ever Casino Security Professionals to unionize in Las Vegas. The National Labor Relations Board (NLRB) has since certified the election. The SPFPA continues to work with numerous other Casino Security Professionals across Las Vegas. SPFPA Unity Strong! (Picture taken by B. Smith.)

"Let me give you a hand with all those bags, Mr. Paddock."

[Image: 1powpowpow.gif?w=490&h=485]

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