Podcasts about heerf

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Play Episode Listen Later Feb 2, 2023 38:05

This week on "Off The Cuff," Justin and Karen are joined by Jon Fansmith, the American Council on Education's senior vice president of government relations, to discuss new data from the Department of Education on how Higher Education Emergency Relief Fund (HEERF) grants helped students and what President Joe Biden's decision to end the COVID-19 national emergency means for financial aid. The team also discusses new data from the White House about Biden's student loan cancellation program, and the Office of Federal Student Aid's annual performance review. Maria then updates listeners on the latest news, including the announcement that Biden will release his budget proposal for the coming fiscal year on March 9.

GAG378: Ein langer Marsch durch Feindesland

Zeitsprung

Play Episode Listen Later Dec 21, 2022 53:22

Im Jahr 401 vor der Zeitenwende macht sich ein großes Heer griechischer Söldner auf den Weg ins persische Großreich. Mit dabei: der Schriftsteller Xenophon. Eigentlich wurden sie angeworben, um einen Aufstand niederzuschlagen, doch nach Monaten mühsamen Fußmarsches stehen sie stattdessen dem gewaltigen Heer des Großkönigs Artaxerxes II. gegenüber. Obwohl die Griechen davon überzeugt sind, die Schlacht gewonnen zu haben, ist die Lage bald aussichtslos und müssen sie nun um ihr Leben fürchten. Und so machen sie sich auf, um ans Schwarze Meer zu flüchten. Wir sprechen in dieser Folge über den Zug der Zehntausend, wie Xenophon zum Heerführer wurde und mit der „Anabasis“ eines der meistgelesenen Bücher der Antike verfasste. LITERATUR Wolfgang Will, Der Zug der 10000: Die unglaubliche Geschichte eines antiken Söldnerheeres //Aus unserer Werbung Du möchtest mehr über unsere Werbepartner erfahren? Hier findest du alle Infos & Rabatte: https://linktr.ee/GeschichtenausderGeschichte NEU: Wer unsere Folgen lieber ohne Werbung anhören will, kann das über eine kleine Unterstützung auf Steady oder ein Abo des GeschichteFM-Plus Kanals auf Apple Podcasts tun. Wir freuen uns, wenn ihr den Podcast bei Apple Podcasts rezensiert oder bewertet. Für alle jene, die kein iTunes verwenden, gibt's die Podcastplattform Panoptikum, auch dort könnt ihr uns empfehlen, bewerten aber auch euer ganz eigenes Podcasthörer:innenprofil erstellen. Wir freuen uns auch immer, wenn ihr euren Freundinnen und Freunden, Kolleginnen und Kollegen oder sogar Nachbarinnen und Nachbarn von uns erzählt!

Karl Martell siegt in der Schlacht bei Tours und Poitiers (25.10.732)

ZeitZeichen

Play Episode Listen Later Oct 25, 2022

Die Schlacht von Tours und Poitiers hat alles, was eine große Geschichte braucht: Aussichtslose Unterlegenheit, einen Heerführer von Germanen-Stämmen mit dem Beinamen "Der Hammer" – und einen unerwarteten Sieg…

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Karl Martell besiegt die Mauren (im Oktober 732)

WDR ZeitZeichen

Play Episode Listen Later Oct 24, 2022 13:44

Die Schlacht von Tours und Poitiers hat alles, was eine große Geschichte braucht: Aussichtslose Unterlegenheit, einen Heerführer von Germanen-Stämmen mit dem Beinamen "Der Hammer" - und einen unerwarteten Sieg. Autor: Herwig Katzer Von Herwig Katzer.

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Higher Education Webinar: Navigating Digital Equity

CFR On the Record

Play Episode Listen Later Oct 17, 2022

Mordecai Ian Brownlee, president of the Community College of Aurora, will lead the conversation on navigating the digital equity gap in higher education. FASKIANOS: Welcome to CFR's Higher Education Webinar. I'm Irina Faskianos, vice president of the National Program and Outreach at CFR. Today's discussion is on the record, and the video and transcript will be available on our website, CFR.org/academic. CFR takes no institutional positions on matters of policy. We are delighted to have Mordecai Ian Brownlee with us today to talk about the digital equity gap in higher education. Dr. Brownlee is president of the Community College of Aurora in Colorado. He also teaches for Lamar University in the College of Education and Human Development. Dr. Brownlee publishes frequently and serves as a columnist for EdSurge. He has been featured on a number of national platforms including by Diverse Issues in Higher Education magazine as a new school leader representing the next generation of college presidents, and he was most recently appointed to serve on the board of directors of the American Association of Community Colleges. So, Dr. Brownlee, thank you very much for taking the time to be with us. I thought we could begin by having you define digital equity and give us an overview of the digital equity gap in higher education, and I know you are going to share a presentation with us so we look forward to seeing that on screen. BROWNLEE: Absolutely. Thank you so much for the opportunity to the Council on Foreign Relations. Just thank you all so much. And to answer that question as we talk about digital equity, it's the assurance of ensuring that all have access to the information technology available and to have the capacity to engage in society and productive citizenship. And so we'll talk about that and let me just start sharing the screen and we'll jump right into it. All right. Here we go. So, once again, thank you all for the opportunity, again, to the Council of Foreign Relations for this opportunity to talk about navigating digital equity. Bringing greetings on behalf of the Community College of Aurora here in Aurora, Colorado. And let's just jump right into it. You know, as we talk about defining this work, how to navigate this work, we have to first understand the work, and to understand digital equity we must first understand the digital divide. And so, you know, as we talked about the digital divide at the beginning of the pandemic it, certainly, was dealing with the voice and mindset, the texture and tone, of accessibility and being able to engage in learning throughout the pandemic and, first of all, I would say as educators it's so critical that even as we are, quote/unquote, “coming out of the pandemic” that we still acknowledge part of the challenges that are happening across the country and across the world in regards to accessibility—equitable accessibility to information technology, to the tools, and to have the capacity to not only learn but, certainly, engage in the economy and society. So as we talk about digital equity, we must understand the digital divide and so let's kind of define that. One of my favorite definitions for the digital divide defined comes from the National League of Cities and they say the digital divide is the gap between individuals who have access to computers, high-speed internet, and the skills to use them, and those who do not. There's two critical components as we talk about digital equity that I want to call out with the digital divide definition here. One is access. The other is skill. Access and skill. So as we think about equity and just think about how do we level the playing field, how do we close the gap on accessibility and skill attainment to engage. And it's not just being able to access and that's the other—I think the complexity here as we think about the term equity because just because I provide you the computer, right—and we found this during the pandemic—just because I provide you the computer do you even have broadband access? And if you have broadband access do you have dependable sustainable broadband access? And then if you have sustainable broadband access, are you skilled to not only learn but and engage through this instrument and tool, and that in itself is where we have found there to be challenges as we think throughout the pandemic and, certainly, beyond the pandemic on what we must do to close the gap for equity and the digital divide. So digital divide provides that access, skill. Equity will then take us deeper into this work. Here are key factors I want to call out in regards to how we must eradicate or address these challenges, these factors, in order to close the gap on the digital divide. Number one, what we have seen through research—and digitalresponsibility.org has done a great job of calling this out—number one, age-related issues as we think about the various generations that are engaged in society and still present in society. We have digital natives. I consider myself to be a digital native as a millennial. But this is very different than previous generations that may not have had the proper training and skill and their jobs do not have them engaging, utilizing these tools and instruments on a regular basis and so that in itself has created some challenges. And, again, there is, certainly, all those that are outliers and those among the generations that have been able to engage in these instruments and tools. However, it is truly a fact through research that age-related issues have been a part of this challenge, more specifically, speaking to our older population. Socioeconomic factors—have to talk about it. I think about it, especially in the higher education space. Our tribal institutions is where I've heard throughout the pandemic some of our most severe challenges that have been experienced in regards to the digital divide. One of the stories that I heard that just breaks my heart—I remember the first time I heard it, it truly had me in tears—we were at the height of the pandemic at this point and what we were learning is in one particular tribal community in order for those students to complete—these are young K-12 students—in order for them to complete their assignments they had elders and community members of that tribe that would walk the students up to the highest point on the mountain within that particular tribal territory just to be able to pick up an internet signal, and they were able to do this when there was not as much traffic on that internet broadband access—that grid, if you will. And so those students were having to do their work—their homework—between the hours of 2:00 a.m. and 5:00 a.m. in the morning. Very interesting reality—unfortunate reality. We, certainly, have to come up with the solutions to addressing this. This in itself is part of that digital divide conversation. Geographic causes—it depends on where you are in the country. I remember at one point in time I was teaching and served the University of Charleston out of Charleston, West Virginia, and for those that are familiar with that part of the country in the Appalachia, I would have my students that were having to use their own cell phones in order to complete their assignments and upload their assignments. They did not have either, in some cases, the actual tools or accessibility, would have to drive in to more populated spaces to pick up a signal. This was impacting their learning experience. This in itself is all a part of that digital divide. Last, certainly, not least, racial, culture, language. All of this plays a role and more in that skill set component along with accessibility component and how are we going to as educators, as key stakeholders within our community, leaders, be a part of the solution to close that divide. Age-related issues, socioeconomic factors, geographic causes, racial, cultural, and language. Again, digitalresponsibility.org is the source on that there. Step two, to navigate digital equity we must understand digital equity, and so now we're going to go and delve into what does it mean—what does digital equity mean. So I'm taking my definition, again, from the National League of Cities. Digital equity is a condition in which all individuals and communities have the information technology capacity needed for full participation in our society, democracy, and economy. This is huge. So, again, as you heard me talk about the digital divide just moments ago, it's the component of accessibility and skill. That skill is then where we get into productive citizenship through society, democracy, and economy, and so now we're talking about how does this tool, this instrument—it's much more than just accessibility. Now how do I engage? How am I advancing my family, my economic—social economic realities through this instrument and tool? The definition goes on to say—again, by the National League of Cities—digital equity is necessary for civic and cultural participation, employment, lifelong learning, and access to essential services. Case in point, life. As we think about all aspects of life from employment to social participation—as we think social media engagement, employment, we all understand what that means; lifelong learning, certainly as educators we have to think about that component—and then accessibility to the tools that we need, I think about my own child who this past weekend had to reach out for virtual assistance from medical care for an earache that he was having. My ability to have the skill set and accessibility to reach out, obtain those resources for my family, and engage through an electronic means to fulfill what my needs were are all a part of this equity. Life in itself should be able to remain whole in what I produce and how it is able to produce within me, and that is in itself digital equity. So step three, let's discuss how to navigate digital equity in higher education and, again, hello to all of our educators that are on the call today. So here's some tips that I want to leave for you on today just to think about, and I look forward to our conversation that we're about to have here in a moment. Number one, as educators—and we're talking about navigating digital equity—it is so important that we understand who we're serving. I say that because, unfortunately, what can happen is especially as educators and we think about the economy, the disruptions that we're experiencing in the marketplace right now, we'll sometimes pursue who we want, not necessarily who we have, and that's unfortunate. As we think about the respective institutional missions and the spaces in which we serve, we have to be mission centered and embrace who it is that we're serving because we owe it to those students who are pursuing their academic endeavors and their professional endeavors through our respective institutions to totally be served. We must understand their realities. One of the conversations we have here at the Community College of Aurora is the conversation about you don't know who is actually sitting, respectively, in that seat in that classroom and what they had to overcome in order to sit in that seat that particular day. Do we know how many bus routes they had to take? Do we understand the challenges that they were having with their children? Do we know are they now leaving their second job that they've worked for the past twenty-four hours to now sit in your classroom? So we have to understand, be aware, and approach that engagement with a sense of grace. I think that's a word that we, perhaps, haven't necessarily embraced in the academy in the way in which we have—should have, but now more than ever we have to. Secondly, create systems that level the learning engagement field. So it's this idea of privilege—this thought of privilege—and, perhaps, what we assumed that everyone had access to and what everyone had the ability to engage with that they don't necessarily have, and if they do have accessibility to it do we have a true understanding of what all they have to do to have that level of engagement and accessibility? Again, case in point, bus routes. Think about what's happening around our country. There has been a reduction from a transportation standpoint financially, and many of the routes and the transportation services that have been provided—some of this due to disruption, others due to areas in which there have had to be a funneling of tax dollars and resources in other spaces and places in our communities. Long story short, the reality is, is that in many communities the bus routes have had to be reduced, which means that individuals are either having to walk or find ways to public accessibility to some of these resources in terms of broadband access and computer access. So then as we're teaching and we're instructing and we're providing services, we have to think about how can we level the playing field and remove barriers? Does it have to be performed—does that learning outcome have to come in the form of computer access and broadband accessibility? And maybe it does, so this takes us to point number three. Let's promote community resources to close the digital divide. I think that laser focus on how we're going to close that divide creates this space for equity, and so, perhaps, it's through libraries. There's one organization out of North Carolina in some of their rural spaces they have now through grant funds created different spaces in their rural communities for those in more rural spaces to gain access to a computer lab and the grants are sustaining that accessibility through computer labs in those rural spaces. Amazing resource. There's many others and examples that we can share around the country. So with that said, let's promote these community resources. Sometimes it's a library. Sometimes it's a grant-funded opportunity. Sometimes it's a local nonprofit. So let's talk about how we can be creative in our respective communities to close the gap there. Fourth, adjust learning experiences to be more inclusive. Not only do we need to create the systems to level the playing field but we must then adjust the learning experiences to be more inclusive to create learning spaces and engagement spaces for all, going back to not only accessibility but skill. Last, certainly not least, providing institutional resources to close the digital divide. What I mean by this is, is that, in closing, due to—through the pandemic and many of our institutions received the Higher Education Emergency Relief Funds—the HEERF funds. Those HEERF funds were utilized in many different ways. In many cases, we were able to do laptop loan programs. In some spaces they were even doing hotspot loan programs. And so now that we are coming out of the pandemic what does it look like to sustain these resources, OK, because now that we provide these resources how do we sustain them? How do we ensure that we're having long-term engagements? One of the things that I want and I ask from my educators, especially administrators, to look at: How do we close this—(inaudible)—without placing the costs on the backs of our students? They already have enough going on. We don't need to just move the cost of something on to their tuition and fees. How can we be even more creative with the engagements and enrollments of our students to being laser focused on what we're doing to close, again, many of those factors and gaps that were highlighted earlier? So grateful for the opportunity. Have a website. Would love to engage with you all more. I know we're getting ready to go into conversation. But itsdrmordecai.com and, again, thank you all so much for the opportunity. FASKIANOS: Fantastic. Thank you so much for that overview. So we're going to go to all of you for your questions now. You can click the raised hand icon on your screen to ask a question, and on an iPad or a tablet click the more button to access the raised hand feature. When you're called upon accept the unmute prompt and please state your name and affiliation followed by a question. You can also submit a written question by the Q&A icon and I will read out the question, and if you do write your question please include your affiliation just to give us a sense of where you're coming from. And there are no questions as of yet but I know that will change, or else you were so thorough that nobody has questions. (Laughs.) So do you see now with the pandemic experience that there will be continued—I'm going to ask the first question—you know, that this has opened up the space now for deeper understanding of the digital divide and bringing the resources to bear? Or now that we're kind of post-pandemic or whatever this is people have forgotten about it and are moving on? BROWNLEE: Thank you so much for the question, my friend. I think that it's twofold. There's two sides of this coin, right. So there's the one side of the coin where the awareness now is so much deeper and richer than it ever has been because of the amount of resources and what it took to sustain since 2020 those resources that were being provided to the students in the community. So now there's many that have learned and they're now having those conversations about how to sustain the resources because, as we all know, while there's been an extension of HEERF funds through the Department of Education, that day is coming to an end here pretty soon and so we have to talk about sustainability. The other side of that coin is, unfortunately, there are those that acknowledge what the realities were but their agenda is more on how do we move past it, not necessarily sustain what we were providing. That's part of the issue for some that we have to address because we don't just move on from hardship, right. That hardship is real and we have to still maintain a laser focus on how we're going to close the digital divide, especially in the academic spaces, but also understanding our responsibility as not only educators but community leaders, stakeholders within our community, to be a part of the solutions and the expansions on equitable access and resources being made available. And so I think with both sides of those coins we're seeing two different realities. But I think that there's also a need now more than ever to maintain the senses of urgency around the haves and have nots and what we're going to do to be a part of the solution to ensure that we're raising the level of accessibility and skill for all within our communities. FASKIANOS: I noted in your presentation you talked about knowing who your students are. So what advice do you have for higher education educators and leaders who are trying to navigate the digital divide in their classroom and to get to know—to figure out where their students are coming from and what their needs may be? BROWNLEE: So, as we all know, especially in the IR space, right, there's different tools, resources, that we can use to survey our students. There's different splash pages, if you will, that we can utilize in terms of the enrollment processes or the readvising processes, or even think of some of our learning management tools that we can engage with students to determine what their needs truly are. I think that it's important that we create tools and instruments that will have high engagement rates. Sometimes those have to be incentivized. But we have to think about outside of our normal student leader responses how we're capturing the voice of all of our students. And so that's those that would not typically provide response, and as we think about the digital divide we have to acknowledge that that tool, that instrument, can't just be electronic. What are we going to do to have paper resources or maybe through phone conversations, outreach, being able to have, certainly, the walk around conversations around our respective campuses and the universities. And so we need to have those conversations to make sure that we're capturing the voice of all of our students, I think, is in the true spirit of continued improvement. We have to understand who we serve and then acknowledge, through the development of systems and the recalibration of our student experiences, are the voice of these students. FASKIANOS: Right. And in terms of the skills, because community colleges are so focused on developing the skills, what specifically are you doing at Aurora or are you seeing in the community college space to help students develop those skills that they need to navigate digitally? BROWNLEE: Absolutely. One of the things I'll talk about—and those that may not be aware and I don't know who all has visited Denver—but the history of Aurora—Aurora is the most diverse community—city—in the state of Colorado. I call that out because immigrants—it has a strong—there's a strong population in this community and so part of our young thirty-nine years of existence in this community has been providing English second language courses. We're noticing that especially our immigrant families and communities that are seeking social and economic mobility, highly skilled from where they come from but now we must create learning opportunities to close that gap, not only through language but through accessibility in this American market. And so through our community ESL programs we've been able to educate upwards of two thousand students a year and walk them through the various levels of learning and engagement with the English language, and then at some point in that process—learning process—we then engage and begin the computer engagement in utilizing the English language in their native language and beginning to close that gap. So I think that that work in itself is a part of that digital equity that must be created—how do you create the foundation to build upon to then advance the engagement. And there's been some other great examples that I've seen around the country in doing that work, a lot of grant programs that I've seen in respective communities. You heard me talk about what's happening out there in the Carolinas. But I think about what's also happening over in California. California has been a great state that's been able to do some work about working and identifying through heat maps and institutional resource—research and resources and community resources, looking at demographics, identifying low socioeconomic spaces, and putting concentrated efforts in those particular communities to increase the level of engagement, accessibility, and skill, and it's critical and key. FASKIANOS: Great. We have a question from Gloria Ayee. So if you can unmute yourself and state your affiliation. Q: Hello. Thank you so much for sharing this important work that you're doing. I am Gloria Ayee and I am a lecturer and senior research fellow at Harvard University, and my question is about the connection between the digital divide and also how it mirrors to current inequities that we see in the educational system in general. So thinking about that type of relationship, what do you think are the most significant challenges to addressing the digital divide, given the issues that we continue to see with the educational system in general at all types of institutions, and what do you foresee as the best way to actually address these challenges? BROWNLEE: Oh, that's a great question. Great question. Thank you so much for asking that question, Gloria. I would say two things come to mind—funding and agenda, right. So if—I'll tell you what comes to mind for me. So as we think about financially and we look at how these institutions are funded around the country, let's think K-12. So grade schools. Think K-12. Let's also think higher education. Are we talking headcount? Are we talking full-time equivalency? Are we talking success points? Are we talking—even as we think about developmental education, how are these institutions being funded to sustain the work of working especially with low socioeconomic communities? Let's just take, for example, full-time equivalency, especially in this higher education space. So if I were someone who wanted to work to create programs that I'm going to help in the advancing and addressing of the digital divide and advancing digital equity, I need funds in order to do that. Now, could I pursue grant funds? Absolutely. But even—we all know that grant funds are not necessarily all the time sustainable funds. Short-term funds, but it still has to be a hard-lined. So then as we think about doing this work—I'll go back to funding and agenda—realizing and looking at what would need to shift within particularly my state's legislative agenda or, perhaps, in that particular district how the funding is occurring. If I'm working with a high population, which we are here at the Community College of Aurora—a high population of part-time students, these are students that are maybe taking one class and engaging. However, if I'm funded by a full-time equivalency model it then takes several students that are taking one class to then equal that one full-time equivalent, which then impacts my funding structure. So then how do I then serve, yet, I am seeking to obtain? And this is where we then get into, I think, a part of that friction of agenda and funding models. So I think that as we think equity—with an equity mindset beyond just the initiatives of overlay—we actually want to bake in the equity experience within our respective states and communities—then we're going to have to take a look at the funding agenda, the agenda and funding—how are we truly going to advance equity and closing the digital divide. It has to be funded properly towards sustainability. We've seen this same thing occur in developmental education as well for those who've been a part of those conversations where we saw around the country there will be a reduction in developmental education funding, which has been impacted, in some cases, the success rates and resources that were historically provided through community colleges in certain communities. Same thing in this digital divide space and digital equity. So funding an agenda, and I think that the solution is, is really coming to the table and saying what does equity look like without it being an overlaid agenda, without it just being a conversation? What does it look like for it to be baked into the experience of how we're going to transform lives, which then means that, in many cases, legislatively and funding models. We have to move from a transactional mindset to a transformational mindset and we have to go all in on ensuring that we're creating equitable communities and engagements for those that we serve. Oh, you're muted, my friend. FASKIANOS: Yes. Thank you. After two-and-a-half years—(laughter)—I should know that. Encourage all of you to share your best practices and what you're doing in your communities as well. You know, we have seen the Biden administration really focusing on diversity, equity, and inclusion. They're focusing on bringing more diversity to the State Department and other parts of the government. Is the Department of Education looking at the funding model? Is this an area that they are actively trying to reform and adjust? BROWNLEE: I get the sense—and I've had the pleasure of speaking in front of several legislators in different venues—I get the sense that there is a major conversation that's happening. I do. I truly get the sense that there's a major conversation happening, not just with our current administration from thinking about our U.S. president but also thinking local legislators as well. I really think that there's conversations—many conversations that are happening. If anything, I feel as though the major—I don't want to use the word barrier so I'm searching for the appropriate word here. But I think the major hurdle that we're going to have to think about is how we have built and designed our funding models to date. You know, some of these funding models were built in early 1990s, mid-1990s in some cases. Really, you don't see it too much early 2000s, and so we have older financial modeling infrastructure that we're trying to pursue this work and how to change it. And so it can't be a Band-Aid approach. I think in some spaces and communities that's what's been done is that rather than changing the actual model, the infrastructure itself, it's received a Band-Aid in the form of grants. And I do believe that grants are significant and, certainly, necessary and appreciated. However, I think that we're reaching a point in society where there has to be a total restructuring of our funding models and taking a look at what percentages are going where, taking a look at the demographics in our respective communities, taking a look at the economic realities in our respective communities. Take a look at just how much the demographics are shifting in our respective communities and building a model that's ready to engage, sustain, and raise the level for all, and I think that we're on our way. I, certainly, hope that we are. FASKIANOS: Thank you. I'm going to take the next question from Rufus Glasper. Q: I am here. FASKIANOS: Wonderful. Q: Hi, Mordecai. How are you today? BROWNLEE: How are you, sir? Q: Hi, Irina. FASKIANOS: Hi, Rufus. Great to hear from you. Q: Mordecai, talk a little bit about digital equity and faculty. How have they accepted, rejected, embraced what you were describing as all of the different factors that are affecting our students, and what kind of practices have you developed or can be developed to ensure that faculty can continue the progress and include our students who are most needy? BROWNLEE: Great question, Dr. Glasper. I didn't expect anything different coming from you. So, let me just say, we've had some very intense conversations, and I have to really give our faculty and our instructors kudos because I will tell you this is probably by far one of the most engaged communities that I've ever worked in of educators that are committed to just truly getting to the solution. There's some strong work that was done around inclusive excellence here at the Community College of Aurora, certainly, prior to my arrival. It led to this college receiving an Inclusive Excellence Award from the American Association of Community Colleges right around 2017. Part of their work at that time was looking at, as our faculty and our academy, how were we going to close the gap on success rates, particularly in English and math, and part of that work was creating resources towards gap closure to ensure that those that had not traditionally and historically had access to some of those learning materials and plans and resources that they were being provided those in a more intensive way. Now as we think more into the digital space and, certainly, think through the pandemic, what we've now done as an institution is that we've become—Community College of Aurora has become the very first Achieving the Dream institution in the state of Colorado and one of the projects that our faculty and our instructors are delving into—I've got a big meeting tomorrow on this, matter of fact—is taking a look at the respective success rates in our gateway courses—our key courses that are gateways into our respective academic programs—and asking ourselves how can we create more equitable learning experiences. Two things—critical things—that I've seen our faculty do. Number one, looking at the data. I think that the data is key and critical—taking a look, disaggregating that data. And our faculty and our instructors continue to do that work, looking at a three-year spread, a five-year spread, and saying: Where is the success occurring? Who's it occurring with and those respective identities of those students? And then really asking the hard questions: Why isn't this population succeeding at the same rate as this population? The other part of this criticality is, is also then accepting that there can't be an excuse in the work. There can't be an excuse in the work and that we must ensure then that we are creating the equitable resources and infrastructure to close the gap, create learning experiences, and say, listen, if our students can't access the internet and the Web then what can we do to create for them the resources, whether it be paper? If they can't come to the teaching demonstration at this particular day how can I create an opportunity for them to engage and obtain that information at another given time? Perhaps they're a working parent and can't necessarily attend at 10:00 a.m. but they can at 5:00 p.m. What are we doing to level the playing field with accessibility? And the other aspect of that is just that our faculty and instructors have been partnering to create these more holistic learning engagement opportunities where if we're having a conversation in English then what can we do within our math department and almost cohorting, in a sense, the learning experiences amongst those two separate classes but then creating like engagements where the same conversations happening in English could be happening in math and science to begin to bring about a new learning within the students to say, OK, well, this particular world issue, now I'm understanding it through various lenses and I understand the interconnectivity in these learning experiences. And so more integrated learning, and I think that we've got a long way to go but we're committed to doing that work. FASKIANOS: So Rufus Glasper is the chancellor of Maricopa Community Colleges, and I just thought I would ask you, Rufus, to maybe share your experience as the chancellor what has been working in your community. Q: I am the chancellor emeritus. I have not been at the colleges for a little over six years now. But I am the president and CEO for the League for Innovation in the Community College. And one of the things that I'd like to connect with with our experience right now we are involved in the state of Arizona with a project which is—which we are embracing. We are working with four different types of institutions right now—urban metropolitan, we have a couple of rural institutions and we have a couple of tribal, and we're trying to make that connectiveness between insecurities—student insecurities. So we're looking at housing. We're looking at hunger. We're looking at jobs. And one of the things that we have found is that we can't make either of these items connect and work without broadband first, and the reason being when you're looking at access it's critical when you start to look at the activities that are occurring throughout the U.S. now and specifically within Arizona—I'll talk about the connections we have now made that are national in scope, that are city, town, and county in scope, and the commitments that we are now working to obtain from all of those who are in position relative to enhancing broadband access and digital equity. There's actually a Center for Digital Equity at Arizona State University (ASU), and last week we had a gathering of all of our institutions to get a better understanding of what does digital equity mean as it comes from the ASU center. What does it mean for each of our different types of institutions, and I will tell you that the one that was hardest hit was the one you talked about and that's tribal just in terms of access, in terms of resources. But I am pleased with the dollars that are out there now at all levels. So if this is a time for us to increase access, increase affordability, than I think we should seize the moment. My question then, which would lead to another one, is on the whole notion of sustainability and you talked about that in terms of stimulus kinds of resources, and equity is in everyone's face right now, especially broadband and others. Is it a sustainable initiative and focus and what are the elements that need to be connected in order to make sure that it stays in the forefront and that our students who may have benefited from buses sitting in their neighborhood during the pandemic and others but are still trying to make choices? And I'll make the last connection point, and you made the opening—how flexible should our institutions be around work-based learning so that our students who are not able to come to the campus and be there on a regular basis but want to balance having a virtual environment? Do you see a balance coming or do you see us forced into staying the old, antiquated model of face-to-face classes and sixteen and eighteen weeks? BROWNLEE: Let me start with the sustainability component then. Thank you again, Dr. Glasper. From a sustainability standpoint, I'll say here at the institution part of the conversation—it's a hard conversation. But I encourage every educator to have this conversation, this brave conversation, in your spaces. Let's take a look at your success rates, and I'm just particularly speaking to higher education right now. Let's take a look at your various academic profiles. Let's take a look at what has been your engagements with your workforce partners, your advisory councils, in many cases, and let's talk about two things—one, the sustainability of those programs and, two, the social and economic mobility of those programs directly to workforce. I think what we will find is what we found here at the Community College of Aurora is that over time the various disruptions that have occurred has shifted the needs of our students. However, the institutions respectively delivering these services have not shifted with the times. And so it is quite possible that either our approach to the work or the actual lack of proper programming is prohibiting social and economic mobility in many of these communities and especially for us. Fifty-two percent of our students are first generation. Sixty-seven percent of our students are students of color. So as we talk about sustainability, we're right there on the front line of having to take a look at enrollment, full-time equivalency, completion, graduation, and employment rates, and we began to find a shifting of that. And so when we talk sustainability, I bring this up as a framework, if you will, to say once you've had those conversations now let's talk about where there are losses—financial losses—and areas in which we can truly be innovative and reallocate dollars that were once going in certain areas and infuse that into other areas that are going to have a higher return. So I think thinking, truly, with a return on investment—an ROI mindset—will then help us to not only meet the needs of our mission, meet it in its current state and its current needs and the disruption that's currently being experienced, which will then help create new opportunities for sustainability beyond what has just been HEERF funding or potential grant funding, it can be hardlined into the institutional mission. I think the other component of that sustainability, too, is looking at the strategic plans of our respective organizations, looking at those—not only the mission but the objectives and asking how equity is not necessarily a separate objective but equity is actually ingrained in all aspects of the objectives—the strategic objectives—because, at that point, we can then understand the significance in resourcing and funding equity all the way through the entirety of the institution. In regards to your latter question about work-based learning and the old model of doing things, I, certainly, believe and hope, Dr. Glasper, that there's this new movement that's occurring where we're going to have to embrace, whether we like it or not, the next era of higher education, and that next era will require us to not approach things in the same modalities and same ways. We're watching, especially in research, the confidence levels reduce—heavily reduced now in the public's perception of what higher education is to provide in comparison to what it once provided. Higher education in many communities isn't necessarily being seen as the sole or the primary tool towards social economic mobility as it once was twenty, thirty years ago. So what does this mean? Our approach to sixteen-week instruction is, certainly, going to have to be transformed. What does it look like to have five-week instruction? Eight-week instruction? What does it look like for us to have true noncredit instructional programs that's in direct partnership with business and industry to ramp up the training and social economic mobility opportunities within our communities? Folks aren't necessarily looking for a two-year or a four-year or a six-year learning experience. They need to put food on their family's table today. What does it look like for them to engage with the institution and have that kind of learning experience, and we have to do it with a digital equity mindset, right, because they're seeking opportunity. So it doesn't necessarily mean that they have accessibility in their current state. We want to get them to a state where they can have that accessibility. So how then do we create those tools? One key component of this is even looking at our college application processes. What is the readability score on some of these applications? We want to educate those that may have a reading level of a—seventh or eighth grade reading level. But some of these college applications are reading at a fourteen, fifteen grade reading level. That in itself is creating a barrier to those that are seeking opportunity, that need the opportunity to up skill. And so I think that the old model is going to, in my opinion, and hopefully quickly deteriorate and we're going to have to be more effective. But let me also say this. It is critical that we have our faculty and our instructors at the table. These decisions shouldn't be thrown upon them. It should be conversations that we're having collectively together, and then how can then we resource our faculty and our instructors and our staff to be a part of those solutions, drive those solutions, reinvest in them to be able to create more innovative and more, I'll say the word, relevant learning experiences because I truly believe that relevance is not necessarily a word that we've used in higher education in terms of our approach, but now more than ever we're going to have to. FASKIANOS: OK. So I'm going to take a written question from Nicole Muthoni, who is an entrepreneur and innovator at the University of Connecticut. She has been passionately working on bridging the divide in emergent nations, especially Kenya. Therefore, in this regard, the key factors creating the digital divide in this space is geographic causes, socioeconomic factors, and culture. So the question is what tools and programs can we use to effectively educate teachers to learn the necessary skills that they can use to teach their students in the classrooms. This is because most of the teachers have not been empowered with the necessary and needed skills for educating in the space of digital equity. BROWNLEE: I think—I began to speak to that right towards the end of what I was just sharing, right. FASKIANOS: Right. BROWNLEE: It's this idea of we've got to get out of the blame game. Oh, I want you to come up with the solution. Well, how are you investing in me to be a part of the solution? How are you even engaging me in part of being the solution? You know, as I talked earlier about those conversations we're having at CCA about what are those programs that have been unsustainable or times have shifted and changed and we needed to create some more relevant learning experiences. It is our faculty and our instructors that made that decision to be able to say, hey, it's time to pivot. They were at the table. Not just present for the sake of inclusion but, truly, the decision makers in that work. Now, I think, the next component of this work as we talked about achieving the dream and us being the first in the state of Colorado, part of our strategic plan is creating a—we don't have a name so just work with me here conceptually. We don't have a name yet. But I can tell you what the desired outcome is, and the desired outcome is that we create a learning center for our faculty and our instructors to grow and to be invested in and to learn what are those emerging approaches that will—on the verge of becoming best practices. However, they're not, quote/unquote, “best practices” around the country yet. What could we create here at CCA to be a part of those solutions? And also exposure to national best practice. What are we doing to invest into our people? So I think that part of that shifting that Dr. Glasper was calling out is going to have to occur now more than ever because, unfortunately, what's happened, I think, in the academy too many of our instructors and faculty have been blamed. Too many of our staff had been blamed, not engaged and brought about to be the solution, and not just thrown right out there in the fire to say come up with something. No. You need to care for your folks more deeply, more passionately, and more genuinely than we have ever before and really ask the question how are we going to be relevant and make sure that our folks feel cared for and that they're valued in the spaces in which they're serving. FASKIANOS: Thank you. So the next question is from Krishna Garza-Baker from the University of Texas at San Antonio. What would you say is the role of private service providers and their ability to assist in reducing the digital divide? Are they doing enough to collaborate with higher education institutions to address this area, specifically, internet service providers? And I'm going to add on to that. What are your recommendations for how schools can and should be leveraging corporate and community partnerships to help address the digital divide? BROWNLEE: You know, you heard me earlier talk about how we can't just do this overlay approach. Yes, I want to give you a voucher for reduced broadband access. That's wonderful. It is. It is grateful. It's better than not having it. But now let's talk about how we're truly going to hardline in opportunities for all. As we think about the spirit of advocacy, unfortunately, sometimes, as they say, it's the squeaky wheel gets the grease, I think, is how it's communicated. And so what I would say is, is that now we have to think about those that don't have a voice how we're still meeting their needs. And so working directly with corporate industry partners, those who have the access. What does it look like if we focus less on trying to make a dollar and more on trying to create opportunity? What would it look like if we all came about and said we want to be the solution to the issue? Yes, there's areas and opportunities where we'll make that dollar. But as we think about society as a whole, what does it look like to create experiences and a life for the goodness of all? And so I think that now we really more than ever have to have these conversations. More than ever it just can't be who gets the voucher. It's how do you create the accessibility for all, those who have a voice and those who know how to use their voice. And I think that—if I understand the nature of that question now, I will say with private entities, corporate partnerships, I think it's more visibility in these colleges and universities and these nonprofit spaces beyond the cameras and just looking at the campaigns. What does it look like for us to have the conversations day in and day out to say we're neighbors, we're all going to collectively be a part of the solutions and to bring the rising up, if you will, of our communities to raise the level for all and that's, certainly, what we're seeking to do. We've seen some major responsiveness in this particular community to say, listen, outside of just some campaign and a picture, what does it look like for you all to be a part of our learning experience, a part of our community, a part of our solutions, and to hardline these experiences for all. So equity causes and it charges and it demands that, and we have to realize the power of that. FASKIANOS: Thank you. I'm going to take the next question from Laila Bichara from SUNY Farmingdale. Many of my students are immigrants and are first-generation college students. My question is about skill transfer—once our students get access to technology for themselves and their families who are then losing their jobs due to automation. BROWNLEE: Demographic shift. I talked about it earlier. You know, I think about here in the Denver Metro area and I'm going to—I attended a site visit conversation with their chamber of commerce there in Denver. It was pretty telling. In looking at the demographics, it broke down how for millennials, I think, there's currently—so there's 3.3 million in the greater Denver area. It broke down for millennials, which I fall into this group—I think it was eight hundred and sixty-four thousand millennials currently in that space. Then it had Xers. Not Xers. It had generation Z. Z accounted for, roughly, six hundred thousand. But get this. So my children, my eight- and my four-year-old—they're generation alpha—were only accounting for, roughly, three hundred thousand in the space currently right now. I say that as an example that I'm going to walk us through really quickly, and that is, is with the lens of equity and we think about the shifting and the disruptions in market and we think about especially now in the markets humanization versus automation, and we want to create social and economic mobility for these respective spaces wherever those realities are and we think about accessibility to the internet and we talk about that digital equity and the digital divide, we then have to have a high degree of urgency within us to say that what will—can we create today that will prevent communities of color and low socioeconomic communities that traditionally in this current market would have been given opportunities but that in the future market, due to a lack of potential skill and accessibility, will not be provided the resources and the opportunities that they once were in an automated world. And so what do we do then to make sure that they're not the one pressing the button. They're the one that's coding the button, right, and that's all a part of that work and that shifting. So it's going to take stronger math and science skills and accessibility and equity all built into their learning experiences because if not the wide—we will widen the gap—the poverty gap—because we move, again, deeper into automation, lessen the humanization, and then we are essentially moving an entire population of folks further down the supply chain, if you will, which then will prohibit their learning—not learning, their earning ability. And so we have to be laser focused on those realities and, really, look to eradicate what's going to be future barriers now so systematically we are able to address it. FASKIANOS: Great. So the last question I wanted to ask you is you've just completed your first year as president. What are the lessons that you've learned? BROWNLEE: Oh, my gosh. I will tell you that, you know, I just released an article on this talking about my first year in the presidency and through EdSurge and lessons learned, and one of those lessons I would say is is—that I highlighted in that article is, you know, don't do more for an institution than you would do for your own family. I think that as educators, as community leaders, and anyone that's on this call, I'll just take the opportunity to encourage you. You know, sometimes we give our all to these entities in which we serve, and we do it and we give it countless hours. You know, we say it's a forty-hour job but we're probably spending fifty, sixty, seventy, if not more, and we get lost in that, right. And so there's good work to be done. However, what is the biggest mockery of all to save the world but lose your own family? And I think that part of my lesson that I had to really reflect on was, like, right now as I'm giving this lecture my eight-year-old son is here in the office with me right now that I'm trying to get to be quiet and work with me as I'm giving—having this time with you all now, right. He doesn't have school today. It's an in-service day. But really creating those engagements for my family to be engaged in the experiences and making sure that they're part of the process. I think the other component of this is, too—and I talked about this in the article—is realizing that it is a privilege to serve, never taking for granted the ability, the opportunity, that we have to serve because there's others that wish that they had these opportunities. So, yes, even in our most—our days of most frustration it still is a pleasure and a blessing and an opportunity to serve and honor. And so what would life look like if we embraced it for the pleasure and the honor that it truly is and how we treat and create spaces for others to thrive, because they're sacrificing being away from their families and loved ones to do this work. We need to create more communities for all to thrive. FASKIANOS: Oh, your son should be very proud of you. I have to say that—what a role model. BROWNLEE: Thank you. FASKIANOS: I'm going to go next to Laurette Foster. Laurette, please say your affiliation. It's great to have you on. Q: Hi. Laurette Foster, Prairie View A&M University in Texas. And I really don't have a question. I just want to say how delighted I was to hear the conversation and hear about what the next steps are, because looking back at the pandemic and how we wanted to step up and do so much and I'm just afraid that even though we did those things that needed to be done that many of us now are settling back into the old ways. And it's still funny that when you told the story about the tribal community happened to go to the top of the mountain from 2:00 in the morning to do—the passion for education is there with the kids. But we have to continue to do our part. So I just appreciate all the comments and—that you did today. It was really enlightening. So thank you very much. BROWNLEE: And thank you, and I will say that my wife is a proud product of Prairie View A&M. The Hill as well. So just thank you for your comments. FASKIANOS: We have another thank you from John Marks of LSU of Alexandria just saying that it was really great to take time out of his day and to—said they—definitely in Louisiana access and skills are, indeed, real obstacles that are typical of every online class that he's taught. I'm going to take the final question from Haetham Abdul-Razaq from Northwest Vista College, again, from San Antonio, Texas, working on a research project regarding online learning and community college students. One of the interesting findings is that some students might be considered as tech savvy, yet they have problems engaging in online classes. Do you think that we should build on the strengths of our students' digital knowledge when it comes to these sorts of skills? BROWNLEE: Great question. Absolutely. I think, you know, we talk about creating student-centered approaches and sometimes we're successful at that and other times we're not, perhaps, because if we were to really delve into student-centered approaches just how far from our base currently of how we approach higher education just how far it'll take us. But I would say, going back to an earlier conversation, now's the time more than ever to go there. Matter of fact, we should have went there already before. It's time, truly, for a revolution and an evolution in our approach to learning and engagement and advancement with an equity lens. And I go back to that word relevance. We have to create more relevant learning experiences. Think about business and industry. If we look at what's happened over the past ten years due to some of our bureaucracies and our lack of responsiveness. Look at business and industry. They're creating learning experiences right around higher education, in some cases not even engaging higher education anymore, directly working with middle schools and high schools to create their own strong pipelines. What has happened that that even came about, right? And so due to a lack of responsiveness, perhaps, innovation—true innovation—and that student-centered approach that we, perhaps, moved far from or maybe just took parts of that was easier to tackle, not the harder aspects of that, and so we now have to tackle it. We have to embrace it, because if not I think that five, ten years from now, certainly, twenty years from now, we'll have more institutional closures, more reductions in enrollments, if we fail to be responsive and create these more equitable learning opportunities that are geared at creating a digital equity. FASKIANOS: Right. Well, we are just at the end of our time. Thank you very much, Dr. Mordecai Brownlee. We really appreciate your being with us and sharing your insights, and to all of you for your questions and comments. And so you can follow Dr. Mordecai and also go to his website, itsdrmordecai.com, and at @itsdrmordecai, correct? BROWNLEE: That is correct. That is correct. I look forward to engaging with everyone. FASKIANOS: Wonderful. We really appreciate it. Just as a reminder for all of you, our next Higher Education webinar will be on Wednesday, November 2, at 1:00 p.m. Eastern time. Rebecca Granato, associate vice president for global initiatives at Bard College, will talk about refugees, migration, and education. So we hope you'll tune in for that. In the meantime, I encourage you to check out CFR fellowships for educators at CFR.org/fellowships, and this is a program that allows educators to come for a year in residence at CFR or else go work in—we place you in government to get some policy-relevant experience. The deadline is October 31. So if you're interested email us and we can send you information about that. Also, go to CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis, and follow us at @CFR_Academic. Thank you all again. Thank you, Dr. Brownlee. We appreciate it, and we hope you have a good rest of the day. (END)

Judit - eine Powerfrau

Morgenimpuls

Play Episode Listen Later Oct 13, 2022 3:07

Gestern haben eine Gruppe Frauen bei uns im Mutterhaus einen Einkehrnachmittag gehalten. Und als Thema hatten sie sich gewünscht: "Powerfrauen in der Bibel" Da war ich echt herausgefordert. Es gibt davon so viele, dass ich zunächst gar nicht wusste, wie ich anfangen sollte. Ich habe mich unter anderem für Judit entschieden. Die Geschichte, die im Buch Judit im Alten Testament erzählt wird diente damals dazu, aufzuzeigen, welche Probleme im Gottesvolk Israel bestanden und in welche Konflikte sie gerieten, wenn sie von weltlichen Großmächten bedroht wurden und ihr Vertrauen in Ihren Gott Jahwe nicht sehr groß war. Ein großes Heer suchte Verbündete und wollte auch Judäa zwingen. Ein Mann warnt den König, dass dieses Volk immer von seinem Gott beschützt worden ist, und es sicher auch jetzt tun wird. Aber die Einwohner des Landes verlieren den Mut und sind zur Übergabe bereit. Da hält die gottesfürchtige Witwe Judit vor dem ganzen Volk eine flammende Rede durch die sie den Kleinglauben des Volkes wendet. Nach einem intensiven Gebet zu Gott, geht sie ins Lager der Assyrer um in Aussicht zu stellen, dass sie ihnen den Weg nach Jerusalem zeigt. Da sie ja nur eine Frau ist, lässt man sie passieren und im Zelt des Königs untergebracht, da sie eine Schönheit ist. In den ganzen Tagen im Lager betet sie inständig zu Gott und bittet um Hilfe. Und als der Heerführer eines Nachts betrunken im Zelt liegt, nimmt Judit dessen eigenes Schwert und enthauptet ihn. Als es am anderen Morgen entdeckt wird, flieht das Heer des Holofernes in Panik und die Belagerung ist beendet. Wie einst Mirjam setzt Judit nach der Rettung zu einem Loblied Gottes an. Sie stirbt in hohem Alter, von ganz Israel betrauert. Eine Frau, voller Power, weil sie ihrem Gott unverbrüchlich glaubt und Vertrauen in ihn setzt und den Tyrannen sogar tötet und somit Krieg und Belagerung beendet. Sie war ja in den Augen der Mächtigen nur eine Frau aber in den Augen Gottes eine Frau, die selbst das ungewöhnlichste tut, um ihr Volk zu retten. Beeindruckend.

#141 | Eine ACHTERBAHNFAHRT mit bisschen Gurt! RINGS OF POWER nach Ep. 6

Bada Binge

Play Episode Listen Later Oct 1, 2022 54:50

Nach einem unerbittlichen Kampf gegen MORGOTH, dem Ursprung alles Bösen, scheint in MITTELERDE endlich Frieden eingekehrt zu sein. Menschen wie Elben wiegen sich in Sicherheit – alle, bis auf eine. GALADRIEL ist überzeugt: SAURON, Heerführer MORGOTHS im ersten Zeitalter, ist noch irgendwo da draußen. Doch nichtmal ihr engster Freund ELROND will der Elbe glauben, während die Menschen in den Südlanden bereits unter einfallenden Orks leiden. Wird es ihr gelingen, das böse einzudämmen und MITTELERDE zu retten? Wer ist der Fremde, der die Haarfüße begleitet und was haben die Zwerge in KHAZAD-DUM gefunden? Daniel, Florentin und Anton versuchen in dieser Folge BADA BINGE Antwortwn auf diese und mehr Fragen zu finden. Nach 6 Folgen von DIE RINGE DER MACHT ziehen die drei ein Zwischenfazit: Sind die SIMARILLION-Leser Florentin und Anton zufrieden mit der Umsetzung der Serie? Kann sie für Daniel mit den DER HERR DER RINGE- und HOBBIT-Filmen mithalten? RINGS OF POWER, wie die Serie im Original heißt, basiert auf den Anhängen der LORD OF THE RINGS Bücher, die die Geschehnisse des zweiten Zeitalters umspannen. Die insgesamt 8 Folgen der Amazon-Eigenproduktion erscheinen seit dem 2. September erscheinen wöchentlich.

Tschechien in 30 Minuten (10.09.2022)

Radio Prag - Deutsch

Play Episode Listen Later Sep 10, 2022 29:07

Mittelalter-Drama über Heerführer Jan Žižka, Villa Primavesi in Olmütz

tschechien olm heerf

Tschechien in 30 Minuten (10.09.2022)

Tschechien in 30 Minuten

Play Episode Listen Later Sep 10, 2022 29:07

Mittelalter-Drama über Heerführer Jan Žižka, Villa Primavesi in Olmütz

tschechien olm heerf

Folge 50 (Bonus) - Die Schlacht am Weißen Berg

DAMALS und heute - Der Podcast zur Geschichte

Play Episode Listen Later Jun 16, 2022 19:49

Die Schlacht am Weißen Berg am 8. November 1620 war die erste größere kriegerische Auseinandersetzung des Dreißigjährigen Krieges. Sie beendete die Ambitionen des „Winterkönigs“ Friedrichs V. von der Pfalz, den die böhmischen Stände wenige Monate zuvor zum König erhoben hatten und war der erste große Sieg des legendären Heerführers Johann T'Serclaes von Tilly. Doch die böhmische Niederlage gegen die kaiserlichen Truppen hatte eine wesentlich langfristigere Wirkung: Über die Jahrhunderte wurde sie zum Symbol der Unterdrückung der tschechischen Nation – erst durch die Habsburger, dann durch die Österreicher und schließlich durch die Nationalsozialisten. Noch im 21. Jahrhundert wird auf den Weißen Berg verwiesen, wenn tschechische Journalisten und Politiker die Gefahr einer drohenden nationalen Katastrophe wittern…

You can do the news on a Friday, right? (20220506a)

Play Episode Listen Later May 6, 2022 33:15

The first of two episodes we taped on Friday. So here's the news of the week: FSA reminder that HEERF annual reports are due May 6th (today!). FSA update on a DCL regarding PJ. CSAC Special Alert with new dates for virtual training in May and June. NASFAA news article about Pell for prison education programs. Article at the MarkUp about Facebook collecting data from FAFSA applicants. Higher Ed Dive article about falling FAFSA completion numbers. Cal Matters article about students dropping or stopping out from community colleges. Washington Post article about the value of some college certificate programs. Glendale News Press article announcing the new Glendale Community College Superintendent/President. Find out more about CCCSFAAA at cccsfaaa.org. Have feedback for Dennis and Dana? Got a topic you want us to discuss? Email us at wbcccsfaaa@gmail.com. "What's Brewing, CCCSFAAA?" is a Studio 1051 production. Studio 1051 is a creative collaboration of Dennis Schroeder and Dana Yarbrough.

washington post studio brewing pj pell fafsa fsa markup dcl dennis schroeder heerf nasfaa

OTC Inside the Beltway: A Conversation on Student Debt Cancellation

conversations education white house higher education cancellation student debt student loan debt american council fafsa off the cuff beltway heerf

Play Episode Listen Later May 5, 2022 33:51

This week on "Off The Cuff," Justin and Karen are joined by Jon Fansmith, the American Council on Education's assistant vice president for government relations, to discuss the latest news surrounding the potential for broader student loan debt relief that the White House is actively examining, and the wide-ranging implications executive action could have on higher education financing. Karen also reminds listeners about an important May 6 deadline for the Higher Education Emergency Relief Fund (HEERF) Annual Performance Reports (APRs) and provides some helpful guidance on the process. Hugh rounds things out by providing a recap of some of the week's higher education news, with some concerning numbers on FAFSA renewals and a new report detailing how policymakers can go about promoting more equitable degree completions.

Folge 46 - Prätorianer - Roms Elitesoldaten

DAMALS und heute - Der Podcast zur Geschichte

Play Episode Listen Later Apr 21, 2022 37:22

Schon zu Zeiten der römischen Republik beginnen Heerführer damit, sich mit einer Truppe besonders erfahrender Soldaten zu umgeben. Die "prätorianischen Kohorten" werden in den letzten Tagen der Republik immer wichtiger - und von Kaiser Augustus zu einer festen Institution gemacht. Die Elitesoldaten des Kaisers sind die besten Kämpfer, die Roms Legionen hervorgebracht haben. Doch aus ihrer hervorgehobenen Stellung leitet sich bald ein Machtanspruch ihrer Führer ab, der für das Kaisestum selbst zur Gefahr wird.

zeiten schon rom tagen gefahr institution stellung imperium republik soldaten antike truppe roms tiberius kaisers kaiserzeit militr machtanspruch heerf marcus antonius kaiser augustus kohorten elitesoldaten

Nicht reden, sondern anpacken!

Morgenimpuls

Play Episode Listen Later Apr 5, 2022 4:06

Bei einem Spaziergang rund um den Dom in Magdeburg habe ich einige nette kleine Geschäfte entdeckt, die mich wirklich entzückt haben. Am meisten das "Fabularium" allein das Wort, dann die hübsche Fassade und klein aber fein wirkende Auslage haben mir Herz und Seele erfreut. "Fabularium– Fachgeschäft für wohlsortierte Buchstaben" welch ein so anderer Ausdruck für einen schnöden Buchladen. Fabulieren im Sinn von erzählen, dichten, ausmalen, plaudern ergibt eine schöne Beschreibung dessen, was in den ausliegenden und angebotenen Büchern geschrieben ist. Und wer Bücher liebt, wird meine Freude daran verstehen. Unsere anschließende Domführung hat dann außen herum begonnen und mit sachkundigen Hinweisen konnte man gut die verschiedenen Bauetappen und sogar Baustile und Veränderungen der Konzeption und Ausführung des Baues erkennen. Und beeindruckend für mich war der Spaziergang durch den Kreuzgang. In jeder Ecke, in der man den rechten und linken Gang sehen konnte, konnte man die Weiterführung und Entwicklung des Baustils vom romanischen zum gotischen hin deutlich erkennen. Von 1209 bis 1520 dauerte der Bau und alle neuen Einflüsse in Architektur, Kunst und kirchlichem Leben, Glauben und Denken flossen in diesen Bau ein. Eine, eigentlich so nebenbei fallengelassene Bemerkung des Priesters, der uns geführt hat, hat mich dann sehr beschäftigt. "Immer hat sich die Kirche verändert und immer hat sich ihr äußeres und inneres Bild von dem prägen lassen, was in der Zeit geschah und wie Menschen ihr Leben und ihren Glauben gesehen, gelebt und niedergeschrieben haben – nur wir heute denken immer, die Kirche wäre fertig und nichts müsse sich mehr ändern." Das war nicht fabuliert – nicht fantasiert, erzählt, erfunden, ausgemalt, erdichtet oder ausgeplaudert. Es war eine Feststellung, die ein tiefes Ringen und die große Sorge um die Kirche heute deutlich gemacht hat. Früher in der Baugeschichte dieses Domes, waren es Kaiser und Könige, Fürsten und Heerführer, die die Geschicke der Menschen und der Kirche bestimmt haben. Und sehr wenig ist in den großen Geschichtsschreibungen der Völker von den einzelnen Menschen, von den glaubenden Männern und Frauen der Kirchen die Rede. Und heute? Gerade in dieser Zeit des Ukrainekrieges, der großen Flüchtlingswelle aus diesem Land zu uns wird mir deutlich, dass alle, die, die sich um die Geflüchteten, die Frauen und Kinder, die Alten und Kranken ganz uneigennützig kümmern, die Gestalt unseres Landes und unserer Kirche mal wieder sehr offensiv verändern. Nicht fabulieren und reden, nicht ausdiskutieren und Papiere und Leitlinien erarbeiten, sondern anpacken, helfen, Not lindern, Menschen aufnehmen, ein Dach überm Kopf geben, Sprache beibringen und Sicherheit geben. Lieben eben und barmherzig sein.

land leben gang kinder frauen bei immer kopf gesch dom entwicklung sinn freude herz kunst bild wort unsere sicherheit sprache gerade denken rede seele reden sorge glauben kirche landes lieben dach alten ecke ausf ausdruck bau sondern einfl gestalt beschreibung ringen spaziergang gefl architektur kirchen magdeburg buchstaben fassade kranken konzeption hinweisen leitlinien geschicke feststellung domes papiere ukraine krieges buchladen bemerkung priesters heerf auslage baugeschichte fabulieren kreuzgang

OTC Ask Regs Experts: Spring Updates on HEERF Reporting and Clock Hour Programs

Play Episode Listen Later Mar 17, 2022 23:35

This week on "Off the Cuff," Justin is joined by NASFAA Senior Policy Analyst Jill Desjean and NASFAA U Instructor David Tolman to discuss some significant updates to HEERF reporting, with the Department of Education recently making changes to the Quarterly Budget and Expenditures Report, as well as changes to the clock hour-to-credit hour conversion formula related to distance learning final rules. Justin then brings in Hugh to recap some of the latest news concerning the ongoing negotiated rulemaking committee, enactment of the fiscal year 2022 spending bill, and coverage of the student loan moratorium.

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Final HEERF grant distribution, removal of Spin bikes and more: STATE HORNET PODCAST

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Play Episode Listen Later Mar 6, 2022 2:23

News staffer Laura de la Garza Garcia and news editor Tony Rodriguez host this week's edition of The State Hornet Podcast to give you the major headlines from this week.Major headlines for this week include the distribution of the fourth and final HEERF grant, the withdrawal of Spin scooters from Sacramento State and Sacramento as a whole, the introduction of a new community service program and a look at the new Pride Society student club.Music: Acid Jazz by Kevin Macleod Show Notes:Sacramento State included in College Corps $10,000 pilot program for studentsCHA-CHING: Final HEERF grant to be distributed to Sac State studentsNew LGBTQ+ student organization offers a safe and inclusive space for everyone Spin scooters make a quick and quiet exit from Sac State

Episode 20: Bonus Episode - HEERF Grants, Technology, and The Student Experience

The Higher Ed Shift

Play Episode Listen Later Feb 1, 2022 53:40

On this bonus episode of The Higher Shift season one, we sit down with Daniel Barkowitz, VP of Financial Aid and Veteran's Affairs at Valencia College and Charlotte Cole, Associate Director of Financial Aid at Jacksonville State University to learn how they have put HEERF funds to use to address the growing needs of students.We discuss how and when HEERF funds can be used to manage the move to remote instruction and educational requirements about the financial aid appeals process.Daniel and Charlotte will share tips and tricks on how they navigated institutional bureaucracy to get their projects approved. Ultimately, the ability to purchase technology and systems that automate, simplify and personalize the student experience result in better enrollment yield and student retention.Enjoy this bonus episode for season one and be on the lookout for season two premiering soon!Links From This EpisodeVisit CampusLogic SolutionsConnect with Amy GlynnConnect with Amy on LinkedinFollow Amy on TwitterConnect With Daniel BarkowitzConnect with Daniel on LinkedinFollow Daniel on TwitterConnect With Charlotte ColeConnect with Charlotte via Email: cacole@jsu.eduWant to be a guest on our podcast in Season Two?We'd love to have you! Email us at: studentfinancialsuccess@campuslogic.com

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OTC AskRegs Experts: HEERF Updates and Institutional Preparations for the 2022-23 Award Year

DAMALS und heute - Der Podcast zur Geschichte

Play Episode Listen Later Jan 20, 2022 25:11

This week on "Off The Cuff," Justin is joined by NASFAA Senior Policy Analyst Jill Desjean and NASFAA U Instructor David Tolman, who give listeners an update on a number of regulatory issues. Jill and David provide insight on some questions from NASFAA members concerning the HEERF annual reporting form, regulatory assistance issues concerning institutions packaging students for 2022-23 award year, setting costs of attendance, and preparations for tuition and assistance for the upcoming academic year. Hugh then provides a quick recap on some of the biggest higher education news of the week, with highlights from the Department of Education's ongoing negotiated rulemaking sessions, updates on issues concerning the student loan portfolio, higher education enrollment trends, and more.

education higher education preparations institutional off the cuff heerf nasfaa

Folge 37 - El Cid

Play Episode Listen Later Dec 30, 2021 46:30

Im 11. Jahrhundert konkurrierten auf der iberischen Halbinsel eine Vielzahl politischer Kräfte. Die Frontlinien zwischen den christlichen Reichen im Norden und den muslimischen Taifa-Fürsten verliefen meist alles andere als eindeutig. Söldner beider Religionen kämpften im Dienste wechselnder Allianzen lokaler Fürsten und Warlords. Und dann tauchte auch noch eine gefährliche Gruppe muslimischer Extremisten auf: Die Almoraviden. Inmitten dieser chaotischen Zustände tat sich ein Ritter aus der Nähe von Burgos als besonders talentierter Heerführer hervor: Rodrigo Diaz de Vivar, besser bekannt als "El Cid". Doch es bedurfte der harten Arbeit späterer Chronisten, um aus dem einigermaßen zwielichtigen historischen Vorbild den Helden des christlichen Spanien zu formen, als der er in die Geschichte einging...

CCBO Conference Recap

Weaver: Beyond the Numbers

Play Episode Listen Later Dec 3, 2021 26:30

Dan Graves, CPA, Partner with Weaver Risk Advisory Services, and Rebecca Goldstein, CPS, Partner with Weaver's Assurance Services Team, returned from the recently held 2021 CCBO (Community College Business Officers), where they gave a joint presentation on grant compliance. They shared their experiences and insights from the conference with Adam Jones, Weaver's State Government Practice Leader. “The presentation Dan and I gave went through the whole gamut of the grant lifecycle,” Goldstein explained. “We started with what does the grant cycle look like, and emphasizing, ‘you need to think about compliance, not just at the beginning or end, but throughout the grant lifecycle.'” There are many new fund streams available for community colleges due to COVID relief packages, therefore, Goldstein and Graves discussed the importance of understanding what funding is available and the compliance rules involved. “One of the things that a lot of questions and a lot of topics about the conference were about the HEERF and CARES funding,” Graves said. “The COVID relief funding was a huge topic throughout the conference, and with those dollars comes a lot of special new purchases and new things that colleges and universities typically haven't spent money on with grant funds.” One challenge for educators is to ensure they have the appropriate internal controls and reporting in place so that whatever funds they spend are valid expenditures. Another hot topic at the conference was the emergence of data and making data-driven decisions. “That encompasses anything from registration to a lot of the initiatives that the federal government is using federal funds to make sure they achieve educational outcomes,” Graves said. “They're using data-driven decisions through the enrollment process and the registration process.” On the operational side, artificial intelligence helps generate automated workflows and better communication with students.

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ECKE HANSARING #187 - Ein Homo Novus namens Marius

seitenwaelzer

Play Episode Listen Later Nov 22, 2021 69:09

Während wir uns letzte Woche mit Sulla beschäftigt haben, widmen wir uns in dieser Episode seinem ärgsten Konkurrenten und Widersacher. Die Rede ist von niemand geringerem als Gaius Marius, seines Zeichens mehrfacher Konsul, erfolgreicher Heerführer und natürlich kein Freund von Sulla. Was der gute neben seinem Status als Homo Novus noch zu auf die Kette bekommen habt, erfahrt Ihr in der Folge. Wir wünschen viel Spaß beim Zuhören.

spa status ihr freund homo ecke marius sulla die rede namens konkurrenten kette novus zeichens widersacher konsul heerf gaius marius

ECKE HANSARING #187 - Ein Homo Novus namens Marius

Ecke Hansaring

Play Episode Listen Later Nov 22, 2021 69:09

Während wir uns letzte Woche mit Sulla beschäftigt haben, widmen wir uns in dieser Episode seinem ärgsten Konkurrenten und Widersacher. Die Rede ist von niemand geringerem als Gaius Marius, seines Zeichens mehrfacher Konsul, erfolgreicher Heerführer und natürlich kein Freund von Sulla. Was der gute neben seinem Status als Homo Novus noch zu auf die Kette bekommen habt, erfahrt Ihr in der Folge. Wir wünschen viel Spaß beim Zuhören.

spa status ihr freund homo ecke marius sulla die rede namens konkurrenten kette novus zeichens widersacher konsul heerf gaius marius

Alarich

Helden & Mythen Europas

Play Episode Listen Later Oct 19, 2021 2:55

Legenden ranken sich um das Leben des westgotischen Helden. Manchen Quellen nach war er König, anderen zur Folge war er bloß ein Heerführer. In einer Sache sind sich allerdings alle Quellen einig, er war der erste germanische Heerführer dem es gelang, das bis dato unbesiegte Rom zu plündern. https://www.patreon.com/godsrage See acast.com/privacy for privacy and opt-out information.

leben rom sache helden quellen legenden heerf

More HEERF grants, 88 students run afoul of vaccination policy & more : STATE HORNET PODCAST

covid-19 students policy vaccination grants hispanic heritage month hornet cal poly big west sac state heerf

Play Episode Listen Later Oct 2, 2021 3:22

During a new episode of The State Hornet Podcast, news reporter Odin Rasco highlights some of the biggest stories from the newsroom this week.This week's main stories include the third round of HEERF payments to students, 88 Sac State students who have failed to certify their COVID-19 vaccination status, the State Hornet's Hispanic Heritage Month coverage, as well as the men's soccer team's 1-to-1 tie against Cal Poly. Music: Acid Jazz by Kevin MacLeodShow Notes:Sac State students to receive third round of HEERF grants88 Sac State students failed to meet COVID-19 vaccination certification deadlineSac State men's soccer begins Big West play with 1-1 tie versus Cal PolyMax ‘Pain' Griffin on his journey from alley fights to the UFC: NO LIMITS PODCASTHispanic Heritage Month 2021

Michigan State University President Stanley's September 30, 2021 Letter to the MSU Community

MSU Today with Russ White

Play Episode Listen Later Sep 30, 2021 11:22

Samuel L. Stanley Jr., M.D.:Russ, it's always great to be with you. As you say, it's a beautiful day right now in East Lansing, so wonderful we could spend it with everybody outside. That's great.Russ White:Homecoming week, sir, just a great time really once a year at a minimum for Spartans to reflect on how important this place was to them and continues to be, right?Samuel L. Stanley Jr., M.D.:Yeah, Homecoming's a great description for it, isn't it? It's a chance for people to come to their Spartan home. I missed the last two. Rained out my first year and then the pandemic struck the second. So it's wonderful for me to be able to experience this for the first time. And I'm looking forward to the parade and all the wonderful things that are going to happen. Of course, our Homecoming champion, Barbara Ross-Lee, the famous member of the Spartan community who was the first Black woman to be a dean of a medical school. So, it's a great distinction to bring her back and it ties in so much for the sense of community and respect we have at MSU.Russ White:And one of the things that makes MSU great is the many academic programs. There are a lot of rankings that come up. How important are those ranking to you? They're indicative I'm sure, but never tell the whole story, right?Samuel L. Stanley Jr., M.D.:I think you summarized it really well. They do matter. I would never say they don't matter because there are people who pay attention to them, and they are kind of an external benchmark of how you're doing compared to peers. On the other hand, it's very complex. You can go up and down for reasons that may not have completely to do with mission. So, I don't take them quite so serious, but I do think they matter. And they certainly matter to some students and parents I think who are very interested as well. So, it's a great achievement, I think. I look at our supply chain program and what they've done year after year to rank at the top is spectacular. I look at some of our other programs. Packaging continues to do very well. Our work in music continues to be a strong department. All across the board really we have strength, but it's nice when these programs get called out. And the Times is a stringent ranking and so to be number 35 among universities in the U.S. is a big deal.Russ White:A couple of ways to highlight our collaborative ethos at MSU is the partnership with Henry Ford Health System. As that evolves, what should we know right now about that?Samuel L. Stanley Jr., M.D.:It continues to evolve towards closer collaboration. And we're finding many different ways to partner. They're such a powerful health system. Their reach is wide, their numbers are large, and they deliver quality care and quality research. So they have a research endeavor in human health that approximates ours. So together, coming together, we're finding so many different ways we can work together to improve health. And that improves right at the delivery of health to work on understanding disparities better, to work on more remote things such as diet and nutrition which are critical to human health, but which we don't always think about when we're thinking about healthcare.Russ White:And MSU has many partners in the automotive industry. We're working with Ford on some composite materials that are lighter and sustainably-based, Dr. Larry Drzal and his team. Our mobility future was highlighted too by our University Research Corridor collaboration with Wayne State and Michigan but talk a little bit about mobility and where it's going and how MSU research is fitting into our mobility future.Samuel L. Stanley Jr., M.D.:So, Michigan of course has always been the home of mobility and in the United States and really must lead the way. And so I think we're looking for ways to continue that leadership. And I think we have a number of allies in trying to do that. So, as you said, we have about 50 researchers at MSU who are studying mobility. We've done work to turn this campus into a course where one can study autonomous vehicles and learn more about how to make them safe, efficient, and effective. And I think these are things that really help keep us in the lead. So, I met with the Business Leaders of Michigan a couple weeks ago and this was top on their list was ways we could collaborate. I heard Bill Ford talk about what he sees as the future of Ford and mobility obviously is very much a part of that.Russ White:And President Stanley, what about that beautiful STEM Teaching and Learning Facility you helped open a couple of weeks ago? Talk about the building, but also what's going to go on inside of it.Samuel L. Stanley Jr., M.D.:It's a showcase for teaching STEM in the United States. And it makes total sense with our outstanding Natural Sciences group, our Engineering group, and our College of Education. We're well-positioned to lead in this area. And that building, that's a flagship building. And again, I think one of the participants in the dedication said, ‘This is the best teaching science facility in the world.' And I'm not going to argue with them. I think it's amazing. And the way it was built from the old power plant and incorporates some of the historical components of that, it looks towards the future and makes it all the more exciting for our students. So, this is a place where our students are going to be able to come together. They're going to be able to learn science, technology, engineering, and mathematics and do it with hands on experience that can't be replicated in other places. So, I couldn't be more excited about it. And of course it's an amazing building, but the people we're going to put in it are pretty amazing as well.Russ White:I think it was Senator Stabenow who so aptly described the building that way, sir. And if you add an A for arts to STEM and make STEAM, we're opening the Billman Music Pavilion, another really wonderful facility. And again, our generous donors play such a big role in that too.Samuel L. Stanley Jr., M.D.:That's so exciting and those listening carefully to this broadcast may be able to hear a little from the Billman because I think they're practicing right next door to us right now. And it's wonderful. It's one of the benefits of being in Cowles House is we get to hear them. But donors really made this happen. There was a significant contribution from the university as well, but really donors brought this program to completion. And if you haven't seen it, you have to tour the Billman Pavilion. It added about 40 percent of space to the music building, but that space is transformational space with the kind of studios, soundproofing and so on to really allow us to teach music to a great group of students in the best way possible. I'm so excited about it. Jim forger has done an incredible job of shepherding this and leading the fundraising for it as dean. And I know this is something he's very proud of and the faculty are very proud of. And all the students are going to benefit greatly and the community is going to benefit greatly because music is a great gift essentially to the community as a whole. We're very fortunate to have such an outstanding music program. And it's one of the ways in which people recognize MSU and the contributions we make not only directly on this campus, but to the community as well.Russ White:And President Stanley, you recently appointed a new athletic director for Spartan Athletics, Alan Haller is new to the position, but certainly not new to MSU. He's a Spartan through and through. Talk a little bit about Alan and what made you choose him to be the next AD?Samuel L. Stanley Jr., M.D.:Well, first I've got to give a shout out to Bill Beekman who did such an outstanding job as athletic director and who really set a foundation for great work. I decided as everyone may know to bring Bill back into the senior administration in a role as Vice President for Strategic Initiatives. He's going to help us in the implementation and supervision of our strategic plan, as well as doing special projects for me about the university. As far as Alan goes, this is someone who we use the phrase bleeds green. There's no question that he does. He's participated in service to MSU as a student, as an athlete, as a police officer and now as athletic director after his time in sports under Bill. He's doing great work already. I think he's bringing a lot of energy, but also a real commitment as Bill had as well to make sure we don't just focus on some sports. We're making sure that all the sports are going to compete and are funded in a way that will allow them to be successful and that's really important. I see that as a major issue for him. I see him as understanding what's going to be necessary to continue to have a football program that's doing the kind of things we've been doing the past few weeks. We want to continue that. A basketball program doing the same. We also want our track and field athletes to be competing at that level. We want our field hockey athletes to be competing at that level. We want our volleyball players competing at that level. There are so many different sports we want to see participating and succeeding, and we don't have the revenue as you know. We didn't have the revenue to do every sport, but we want the sports we have to do well.Russ White:And earlier this week, President Stanley, you also sent a letter to the campus community highlighting some of the financial issues with the university right now as we're sort of proceeding through the semester. What's the financial update for MSU?Samuel L. Stanley Jr., M.D.:So I think we had some things happen that we've been waiting for and we're glad they occurred. So, we did receive a budget from the state now that has an increase about 1 percent to our base in it, which is good. It's always good to get an increase. We would've liked more. We always do, but it's always good to get an increase. And then it has about another $12 million or about 11 or so percent for increase for us as well. That's one-time dollars, and it's related to federal maintenance money, but we weren't guaranteed that was going to come, but it has come now out with this legislation. So we're very excited about that as well. So that improves our balance. We have a slight increase related to tuition that we got as well. So we did a little better on tuition revenue than we thought we would, although it's not huge, but it's helpful for us too going forward. And then of course we've been using that HEERF money to continue to defray expenses we had from COVID. And we had a great year in the markets as many universities did around the country. While that grows endowment, most endowment funds are restricted. There is a payout that comes and the payout will be slightly larger because the percentage it'll be coming from, the percentage will stay the same, but the dollars will be slightly up. So that gives us some income essentially to use as one-time dollars to do something we've wanted to do, and that's restore the extra 5 percent match that we had as part of our benefit package. And we made the very difficult decision as faculty and academic staff and executive management that we would take reduction of the two-to-one match and just have a one-to-one up to 5 percent for this past year. And we had planned to continue it for a second year, but now we're going to cut that six months short and restart it again in January. And I'm so pleased we can do this. And I really appreciate the patience of academic faculty and staff who have been so willing to make these kinds of sacrifices. And executive management who've been willing to make these sacrifices during this time. And we're going to continue to monitor our financial situation carefully and where we can do other things. We'll look to do other things, but that's where we stand at this point.Russ White:Well, President Stanley, as always, thank you for elaborating on the topics in your September 30th community letter. Just any final thoughts as we close for Spartans?Samuel L. Stanley Jr., M.D.:Everybody stay safe during this fall. People have been doing such a great job masking and getting the vaccine. People have been complying with the vaccine mandate. We really are approaching 93 or 94 percent of the campus vaccinated. That's a pathway towards safety. That's a pathway towards keeping people safe. And I'm so pleased with how people have been abiding to the mask mandate. I've seen a little slippage sometime in our athletic events so I'm going to be talking more about that in the future because I think that's really important. When we're inside, we need to be masked. Those are the MSU rules. And I know everybody wants to come back and see sports and watch sports inside. I certainly do. We've got to do it in a safe way and that's really important for all of us. And so we'll continue to monitor that, but I'm so excited that people are back. And our cases of COVID are down on campus. And the number of students in isolation and quarantine has fallen. We're down about 40 percent from where we were two weeks ago so I think we're moving in the right direction.Russ White:That's Michigan State University President Samuel L. Stanley Jr., M.D. Keep up with him at president.msu.edu and follow on Instagram. His handle there msupresstanley. and I'm Russ White from the beautiful backyards at Cowles House for MSU Today.MSU Today airs every Sunday morning at 9:00 on 105.1 FM and AM 870 and streams at WKAR.org. Find, rate, and subscribe to MSU Today on Spotify, Apple Podcasts, and wherever you get your shows.

Die Prophetin Deborah

Unter Pfarrerstöchtern

Play Episode Listen Later Sep 10, 2021 40:26

Es folgen berühmte Geschichten über Heldentaten und geglückte Streiche: Ehud ersticht den feisten König Eglon. Und die Frauen Deborah und Jaël erledigen Sisera, den mächtigsten Heerführer der Kanaanäer. Nach Joshuas Tod gibt es keinen großen Anführer mehr in Israel. Einzelne Stämme bringen jetzt aber charismatische Figuren hervor – irrtümlicherweise „Richter“ genannt –, deren Abenteuer man sich an den Lagerfeuern Israels erzählt. Von ihnen handelt das Buch der Richter. Im Bibelpodcast erzählen die Pfarrerstöchter Sabine Rückert und ihre Schwester Johanna Haberer die unglaublichen Geschichten aus dem Buch der Bücher, mit dem sie aufgewachsen sind. Folge 49 handelt vom Zerfall des Volkes Israel in seine zwölf Stämme. Eine Sammlung von Volkserzählungen

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04.09.2021 – Langsam gesprochene Nachrichten

Langsam gesprochene Nachrichten | Deutsch lernen | Deutsche Welle

Play Episode Listen Later Sep 4, 2021 6:50

Trainiere dein Hörverstehen mit den Nachrichten der Deutschen Welle von Samstag – als Text und als verständlich gesprochene Audio-Datei.Vereinte Nationen planen hochrangige Hilfskonferenz für Afghanistan Nach der Machtübernahme der radikalislamischen Taliban in Afghanistan droht nach Angaben der Vereinten Nationen (UN) eine humanitäre Katastrophe. Fast die Hälfte der 38 Millionen Menschen benötige Hilfe. Jeder dritte Afghane weiß laut UN nicht, woher seine nächste Mahlzeit kommen soll. Deshalb ist für den 13. September im Beisein von UN-Generalsekretär António Guterres eine hochrangig besetzte Hilfskonferenz im schweizerischen Genf geplant, wie die UN in New York weiter mitteilten. Kämpfe zwischen Taliban und Gegnern in Afghanistan In Afghanistan haben sich die Taliban schwere Gefechte mit ihren Gegnern im Pandschir-Tal geliefert. Das teilte ein Sprecher der Widerstandsbewegung des Heerführers Ahmad Massud mit. Zugleich verbreitete sich in Kabul die Botschaft, die Taliban hätten das Pandschir-Tal erobert. In der Hauptstadt waren deshalb am Abend Freudenschüsse zu hören. Anhänger der Taliban teilten Videos auf Twitter, die erbeutete Panzer und anderes schweres militärisches Gerät in dem Tal zeigen sollen. Von unabhängiger Seite ließen sich die Darstellungen nicht überprüfen. Prozess gegen Präsidentschaftsanwärter in Nicaragua Zwei Monate vor der Präsidentschaftswahl in Nicaragua hat die Justiz Verfahren gegen drei weitere Präsidentschaftsanwärter angekündigt. Die Oppositionspolitiker Félix Maradiaga, Arturo Cruz und Juan Sebastián Chamorro würden wegen Verrats angeklagt und müssten in Untersuchungshaft bleiben, entschied laut Staatsanwaltschaft ein Gericht in der Hauptstadt Managua. Zuvor war gegen die aussichtsreiche Präsidentschaftskandidatin Cristina Chamorro ein Strafverfahren wegen Geldwäsche eingeleitet worden. Die seit dem 2. Juni unter Hausarrest stehende Chamorro kritisiert das Vorgehen als politisch motiviert. US-Präsident Biden besucht Katastrophengebiet in Louisiana nach Hurrikan "Ida" Bei seinem Besuch in dem vom Hurrikan "Ida" schwer verwüsteten Bundesstaat Louisiana hat US-Präsident Joe Biden den Betroffenen schnelle Hilfe versprochen. Er habe 100 Millionen US-Dollar freigegeben, die Privatpersonen als Soforthilfe in Form von jeweils 500 Dollar erhalten sollen. Biden sagte, die Sturmkatastrophe und die weiterhin lodernden Waldbrände in Kalifornien seien ein Zeichen für die Klimakrise. Er rief zu noch größeren Anstrengungen im Umweltschutz auf. Deutscher Aktienindex DAX wächst von 30 auf 40 Unternehmen Der Deutsche Aktienindex DAX wird von 30 auf 40 Unternehmen erweitert. Wie die Deutsche Börse in Frankfurt am Main bekanntgab, sind künftig unter anderem der Online-Modehändler Zalando, der Kochbox-Lieferant Hellofresh, der Sportausrüster Puma, die Holdinggesellschaft Porsche und der Luftfahrtkonzern Airbus dabei. Zugleich wird der MDax der mittelgroßen Werte von 60 auf 50 Firmen verkleinert. Die größte Reform des Dax in der mehr als 30-jährigen Geschichte war im vergangenen November angekündigt worden. Sie zielt darauf ab, die deutsche Wirtschaft besser abzubilden. Neues Kölner Stadtarchiv eröffnet In der westdeutschen Millionenmetropole Köln ist der Neubau des Stadtarchivs eröffnet worden. In dem 90 Millionen Euro teuren Gebäude wurden Regale mit einer Gesamtlänge von 50 Kilometern verbaut. Es gibt neun unterschiedliche Klimazonen, um die historischen Dokumente und anderen Archivgüter bestmöglich zu schützen. Das alte Stadtarchiv war vor zwölfeinhalb Jahren eingestürzt. Auslöser waren Bauarbeiten für die geplante U-Bahn, die unter dem Gebäude entlangführen sollte. Zwei Männer kamen damals in den Trümmern ums Leben.

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Best Ways to Spend Your HEERF Dollars

Office Hours With EAB

Play Episode Listen Later Aug 31, 2021 34:36

Higher Education Emergency Relief Funds (or HEERF) appropriated through three separate laws by the federal government over the past year and a half represent the largest combined federal investment in higher education in our nation's history. Schools have been slow to distribute more recent allocations (HEERF II and III) for a number of reasons. EAB's Danielle Yardy and Jackson Nell explore some of the obstacles and share advice for university leaders on ways to prioritize spending to build a more student-centric, digital, and fiscally-resilient campus.

schools dollars eab heerf

Richter 11

KDB-Podcast

Play Episode Listen Later Aug 12, 2021 7:33

Der tägliche Podcast: Tour durch die Bibel. Heute kommt der Impuls von Philipp Holzhoffer. Vorurteile können sich manchmal ganz schnell einholen und Dummheit kennt keine Grenzen; Gott liebt dich - trau dich mit ihm zu leben anstatt ohne ihn zu sterben! Richter 11, 1-11 und 28-39; HfA „Es gab damals unter den Einwohnern von Gilead einen Mann namens Jeftah, der sich als ausgezeichneter Soldat bewährt hatte. Sein Vater hieß Gilead, seine Mutter war eine Prostituierte. Gilead hatte von seiner Ehefrau noch andere Söhne. Als sie erwachsen waren, sagten sie zu Jeftah: »Wir wollen unser Erbe nicht mit dir teilen! Du bist der Sohn einer fremden Frau.« Sie jagten ihn fort, und er floh vor ihnen ins Gebiet von Tob. Dort scharten sich zwielichtige Männer um ihn, mit denen er durch das Land streifte. Einige Zeit später rückten die Ammoniter mit ihrem Heer gegen Israel an. Da gingen die führenden Männer Gileads ins Gebiet von Tob, um Jeftah zurückzuholen. Sie baten ihn: »Komm! Führ uns im Kampf gegen die Ammoniter!« Doch Jeftah erwiderte: »Ihr habt mich so sehr verachtet, dass ihr mich von zu Hause vertrieben habt. Und jetzt, wo ihr in Not seid, kommt ihr ausgerechnet zu mir?« »Wir wenden uns an dich, weil wir deine Hilfe brauchen. Zieh doch mit uns in den Kampf gegen die Ammoniter! Dafür sollst du der Herrscher über ganz Gilead werden!«, versprachen die Männer. Jeftah fragte: »Werdet ihr mich wirklich zu eurem Oberhaupt machen, wenn ich mit euch gegen die Ammoniter kämpfe und der Herr mich siegen lässt?« Sie antworteten: »Der Herr ist Zeuge! Er soll uns strafen, wenn wir unser Wort brechen.« Da ging Jeftah mit Gileads führenden Männern nach Mizpa. Dort machte ihn das Volk zu seinem Oberhaupt und Heerführer, und er wiederholte vor Gott und den Menschen, was er mit den Abgesandten vereinbart hatte.“ ‭‭„Doch der ammonitische König hörte nicht auf die Botschaft, die Jeftah ihm überbringen ließ. Da kam der Geist des Herrn über Jeftah. Er durchzog das ganze Ostjordanland von Gilead im Süden bis zum Stammesgebiet von Manasse im Norden, um seine Truppen zu sammeln. Dann kehrte er nach Mizpa in Gilead zurück und führte das Heer in die Schlacht gegen die Ammoniter. Zuvor legte er vor dem Herrn ein Gelübde ab: »Wenn ich die Ammoniter mit deiner Hilfe besiege und heil zurückkehre, dann soll dir gehören, was mir bei meiner Ankunft als Erstes von daheim entgegenkommt. Ich will es dir zu Ehren als Opfer verbrennen.« Dann zog Jeftah in den Kampf gegen die Ammoniter, und der Herr schenkte ihm den Sieg. Jeftah schlug die feindlichen Truppen in Aroër und in zwanzig weiteren Städten bis nach Minnit und Abel-Keramim. So fügten die Israeliten den Ammonitern eine vernichtende Niederlage zu und unterwarfen sie. Dann kehrte Jeftah nach Mizpa zurück. Als er sich seinem Haus näherte, kam seine Tochter heraus. Sie schlug das Tamburin und lief ihm tanzend entgegen. Sie war sein einziges Kind, er hatte sonst keine Tochter und keinen Sohn. Als er sie sah, zerriss er entsetzt sein Gewand und rief: »Meine Tochter, du brichst mir das Herz! Ausgerechnet du stürzt mich ins Unglück! Ich habe vor dem Herrn ein Gelübde abgelegt – es gibt kein Zurück!« Da sagte sie zu ihm: »Mein Vater, wenn du dem Herrn etwas versprochen hast, musst du es halten. Schließlich hat er dir geholfen, die Ammoniter zu besiegen. Mach mit mir, was du dem Herrn geschworen hast. Nur eine Bitte habe ich noch: Gib mir zwei Monate Zeit. Ich möchte mit meinen Freundinnen in die Berge gehen und darüber trauern, dass ich nie heiraten werde.« Jeftah erlaubte es ihr. Sie ging mit ihren Freundinnen in die Berge und beweinte ihr Schicksal. Als die zwei Monate um waren, kehrte sie zu ihrem Vater zurück, und er erfüllte sein Gelübde. Sie hatte nie mit einem Mann geschlafen.

Leveraging HEERF Allocations for Student Success: the Texas A&M International University Story

NACUBO In Brief

Play Episode Listen Later Jul 12, 2021 18:58

Colleges and universities across the country have benefitted greatly from the COVID-19 relief aid appropriated to higher education by Congress via the Higher Education Emergency Relief Fund (HEERF). While much discussion of HEERF has centered on the primary portion of aid known as the (a)(1) allocations that most schools have received, there has been less discussion of how institutions that also received (a)(2) allocations, those earmarked for particular institution types, have utilized these less restricted funds. In this episode, NACUBO's senior director of government affairs, Megan Schneider talks with Juan Castillo, vice president of finance and administration at Texas A&M International University (TAMIU) about how TAMIU has used its HEERF (a)(2) allocations in new and innovative ways to support student success and meet community needs. Links & Notes NACUBO State of Higher Education Series Connect with Juan on LinkedIn

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Wer ist diese Johanna? – Ewelina Marciniak inszeniert „Die Jungfrau von Orleans“ zum Auftakt

SWR2 Kultur Info

Play Episode Listen Later Jun 18, 2021 4:02

Vom Hirtenmädchen zur Heerführerin und Nationalheldin - Johanna, weiß gar nicht wie ihr geschieht. Regisseurin Ewelina Marciniak stellt in ihrer Mannheimer Inszenierung Johanna weder als entrückt, fanatisch oder gar hysterisch dar. Ihre Johanna ist eine, die sich über sich selbst nur wundern kann, die immer wieder zaudert, aber ihrer vermeintlichen Bestimmung folgt. Das geht auch alles gut, bis sie sich ausgerechnet in einen Engländer, in diesem Fall also in den Feind verliebt. Ihre übernatürliche Kraft scheint daraufhin gebrochen, sie fühlt sich zum ersten Mal verletzlich und ausgerechnet ihr eigener Vater beschuldigt sie dann vor dem König, eine Hexe und Verräterin zu sein. Kurz darauf sehen wir sie auf einem Scheiterhaufen stehen. Regisseurin Ewelina Marciniak gönnt Johanna keinen Heldentod wie Schiller es getan hat. Eine bildstarke, eindringliche Inszenierung. Nur der Schluss zieht sich mit mehreren Epilogen in die Länge.

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In deine Hand. (157)

glauben.geschichten.

Play Episode Listen Later Jun 12, 2021 28:28

Richter 4 - 5 | Deborah, die Prophetin und Richterin. Barak, der Heerführer Israels. Der Kampf, der Sieg und das Siegeslied.

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Episode 195: Financial Aid Administrators Discuss Latest HEERF Guidance, How HEERF III Differs From Previous Aid

guidance previous administrators daca financial aid off the cuff differs heerf

Play Episode Listen Later May 27, 2021 51:50

This week on a special episode of "Off The Cuff," Allie kicks things off with a brief recap of some big higher education news from the past week, including public hearings ahead of new negotiated rulemaking sessions. Justin then introduces our special guests — Brenda Hicks, Christina Tangalakis, and Francisco Valines — who provided insight into their experiences with Higher Education Emergency Relief Fund (HEERF) grants and emergency aid. Our guests then share how their institutions' financial aid offices have disbursed funding, addressed “exceptional need,” DACA eligibility, professional judgments, and more!

Episode 194: Pathway Forward for Gainful Employment, New HEERF Reports, and the Wait for Biden’s Full Budget

Play Episode Listen Later May 20, 2021 37:47

This week on "Off The Cuff," Allie kicks things off with details from a new letter from the Biden administration, offering insight on the Department of Education’s potential pathway forward on gainful employment rules. Jill then delves into a new HEERF report highlighting closed schools receiving HEERF funding and provides an update on HEERF III grant taxability. Remember to tune in to NASFAA’s webinar today at 2:00 p.m. for the latest on HEERF. Megan then previews what higher education can expect in Biden’s soon-to-be-released full budget proposal and highlights NASFAA’s latest issue brief on origination fees. Plus, the team wants to know: Now that you're far removed from college, what is another profession outside of higher education you would have chosen?

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Episode 193: All Things HEERF Guidance, Student Loan Interest Rates Rise, and What Impact House Leadership Changes Pose for Higher Ed

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Play Episode Listen Later May 13, 2021 40:37

This week on “Off The Cuff,” the team dives right in to discuss the Department of Education’s (ED) latest announcement on new HEERF guidance and reporting requirements, including additional ways in which institutions can utilize the recently enacted $36 billion in emergency grants to support vulnerable students, monitor and suppress the coronavirus, and re-engage students whose education was disrupted by the pandemic. Allie then provides an update on an impending rise in student loan interest rates. On the congressional front, Justin highlights a recent academic discussion on filibuster reform and Megan catches listeners up on how leadership jockeying within the House GOP conference could impact higher education policy. Plus, the team wants to know: What incentive would most motivate you to take the COVID-19 vaccine?

HEERF II breakdown, multimedia art exhibit and more: STATE HORNET PODCAST

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Play Episode Listen Later May 10, 2021 7:08

Gavin's Favorite Story: Former ICE detainee continues activism, credits music for transformative healingRose's Favorite Story: Isolation and grief: Sac State students cope with declining mental health during pandemicWhere did all that money go?: A breakdown of $63.8 million HEERF II fundsMultimedia virtual art exhibit to feature ‘Expressions for Social Justice'Asian Sac State students, faculty share experiences navigating racism during the pandemicKhalil's Virtual Venue: Alternative Rock SubgenresABC10 host Kevin John recaps journalism journey: NO LIMITS PODCAST

Episode 191: Biden Details Free Community College Plan Before Joint Session of Congress, and Latest on HEERF III

Play Episode Listen Later Apr 29, 2021 33:18

This week on "Off The Cuff," the group discusses President Joe Biden's address to a joint session of Congress where he pitched his American Family Plan to lawmakers and the nation. Megan and Justin then break down all the details surrounding Biden's new proposal calling for tuition-free community college for all Americans and a significant boost to the maximum Pell Grant award. Jill also provides an update on when institutions should expect the next round of HEERF funds to be distributed. Plus, the group wants to know: When giving a personal pep talk, do you talk to yourself in first, second, or third person?

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Episode 190: Fixing PSLF, Sanders’ Latest Free College Proposal, and New Report on CARES Act Spending

Play Episode Listen Later Apr 22, 2021 35:20

This week on "Off The Cuff," the group discusses the latest comments from Department of Education officials about prioritizing fixing the much-maligned Public Service Loan Forgiveness program. Megan details the latest proposal that calls for making community college and trade school programs tuition-free and calls for doubling the maximum Pell Grant award. Allie then breaks down a new report that provided insight into how how funds from the Higher Education Emergency Relief Fund (HEERF) were provided to schools through the Coronavirus Aid, Relief, and Economic Security (CARES) Act. Plus, its National Volunteer Week, so the group wants to hear from listeners about their favorites memories volunteering.

ECKE HANSARING #155 - Sie nannten sie Boudicca

seitenwaelzer

Play Episode Listen Later Apr 12, 2021

Als die Römer auf die britischen Inseln kamen, fanden sie neben Mooren, Wäldern und wahrscheinlich vielen Schafen auch den ein oder anderen keltischen Stamm vor. Und mit diesen Stämmen gingen die Römer so um, wie sie es von ihren bisherigen Eroberungen gewohnt waren. Das bedeute, dass nach Lust und Laune angeeignet und aufgezwungen wurde. Dieses ließ sich vor allem die Heerführerin Boudicca nicht gefallen, die nach dem Tod ihres Gemahls besonders unter den Römern litt. Kurzum rief sie zum Aufstand gegen die Besatzer aus dem Süden auf und hatte damit auch Erfolg. Wie es mit Boudicca und ihren Stammesgenossen:innen weiter ging, erfahrt Ihr in der Folge. Wie immer sind natürlich unsere Redakteure Michi und Moritz mit dabei.

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ECKE HANSARING #155 - Sie nannten sie Boudicca

Ecke Hansaring

Play Episode Listen Later Apr 12, 2021

Als die Römer auf die britischen Inseln kamen, fanden sie neben Mooren, Wäldern und wahrscheinlich vielen Schafen auch den ein oder anderen keltischen Stamm vor. Und mit diesen Stämmen gingen die Römer so um, wie sie es von ihren bisherigen Eroberungen gewohnt waren. Das bedeute, dass nach Lust und Laune angeeignet und aufgezwungen wurde. Dieses ließ sich vor allem die Heerführerin Boudicca nicht gefallen, die nach dem Tod ihres Gemahls besonders unter den Römern litt. Kurzum rief sie zum Aufstand gegen die Besatzer aus dem Süden auf und hatte damit auch Erfolg. Wie es mit Boudicca und ihren Stammesgenossen:innen weiter ging, erfahrt Ihr in der Folge. Wie immer sind natürlich unsere Redakteure Michi und Moritz mit dabei.

als lust ihr erfolg tod dieses laune moritz ecke inseln aufstand stamm schafen kurzum boudicca besatzer mooren heerf

Episode 188: Previewing Higher Ed Items in White House Budget, HEERF Guidance on the Way, and Latest on Student Debt Forgiveness

joe biden white house budget policy jump guidance higher education previewing student debt higher ed financial aid off the cuff debt forgiveness house budget education ed heerf

Play Episode Listen Later Apr 8, 2021 33:29

This week on “Off The Cuff,” the group returns from a brief hiatus to talk about their spring breaks and how boundaries have changed while working from home. Jump to minute 11:00 of the podcast to dive right into the policy discussion. Megan previews the budget proposal soon to be released from the White House, and Karen and Megan detail when to expect HEERF III guidance and funds to be released. Justin weighs in on an expected memo from the Department of Education (ED) outlining President Joe Biden's authority to forgive student loan debt for all borrowers and Allie covers the latest relief efforts from ED amid the pandemic. Plus, the team wants to know: If you could go back in time and tell your 20-year old self one piece of advice, what would it be?

Afternoon News Update, 3/26/21

WASU Afternoon News Updates

Play Episode Listen Later Mar 26, 2021 3:09

In local news, The Appalachian reports that on Wednesday, March 24th, App State will be sending direct payments to students thanks to the Higher Education Emergency Relief Fund, or HEERF. Students will receive $525 if they're receiving the Pell Grant and $400 if they're not. Those who will be receiving the direct payments are students who are U.S. citizens and are enrolled at App State for Spring 2021. Eligible students will receive the money either through the mail or through direct deposit. This payment does not need to be paid back and is designed to help students who may be struggling to make ends meet. In state news, The Appalachian reports that all adults will be eligible for the COVID-19 vaccine starting April 7th. Group 5 is the last vaccine distribution phase North Carolina has. 16 and 17 year olds will be able to only receive the Pfizer vaccine, since the other doses have not been approved for minors. 19.1% of North Carolinians have been fully vaccinated. Governor Cooper stated that the return to normalcy can happen only if everyone gets vaccinated. In national news, The New York Times reported that President Joe Biden hosted his first press conference as president on Thursday, March 25th. During this press conference, Biden discussed the need for a voting rights act, his intent to run for re-election in 2024, withdrawing troops from Afghanistan, and North Korea's ballistic missile launch. He also called for a new COVID vaccine goal: reach 200 million vaccinations before his 100th day in office. Your Boone weather is brought to you by booneweather.com. Friday's weather is warm as temperatures reach a high of 68 today. Some cloud coverage throughout the day with a low of 42.

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073 What's Brewing, CCCSFAAA? 2021-03-16 - What's new in the gnus?

Play Episode Listen Later Mar 16, 2021 31:10

We covered a lot of news... University Business article about stress over financial aid and debt. Seattle Times article about UC Davis's "staycation" grants for students. CNBC article on the $40 Billion in HEERF III funding coming to colleges. The launch of the NASFAA (and many contributors) Student Aid Reference Desk. FSA Electronic Announcement of the FSA Partner Connect website (which will replace IFAP) and upcoming training on how to use the new website. NASFAA Quiz Show! NASFAA (in coordination with the USDE OIG) webinar on preventing coronavirus response fraud. NASFAA's HEERF funds comparison chart. Dana's "I Dare You To Listen To" selection was GRAMMY-winning artist Thundercat! Find out more about CCCSFAAA at cccsfaaa.org. Follow CCCSFAAA on Twitter at @CCCSFinaidAssoc. Find this and future WBC podcast episodes at What's Brewing, CCCSFAAA (WBC) podcasts. Find us also in Google Podcasts, the Apple Podcasts app, on Spotify, Pandora, I Heart Radio, and TuneIn. Have feedback for Dennis and Dana? Got a topic you want us to discuss? Email us at wbcccsfaaa@gmail.com. "What's Brewing, CCCSFAAA?" is a Studio 1051 production. Studio 1051 is a creative collaboration of Dennis Schroeder and Dana Yarbrough.

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Episode 186: NASFAA’s Welcoming Message to Cardona, COVID Aid Sent to POTUS, and Recent SAIHE Program Comments

Play Episode Listen Later Mar 11, 2021 34:28

This week on “Off The Cuff,” Justin kicks things off by sharing topics discussed with recently confirmed Education Secretary Miguel Cardona. Megan provides an update on the latest round of COVID relief, now signed by President Joe Biden, and ED’s announcement concerning the Annual Student Loan Acknowledgement (ASLA) for award year 2021-22. Jill details NASFAA’s recently submitted comments to ED on its proposed institutional eligibility criteria for the Higher Education Emergency Relief Fund (HEERF) Supplemental Aid to Institutions of Higher Education (SAIHE) program. Allie then has details on a recent report concerning the financial outcomes for borrowers enrolled in income-driven repayment plans. Plus, the team wants to know: Did you tune in to Oprah’s recent interview with royals Meghan and Harry?

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Episode 185: Cardona Confirmed, All Things HEERF, and the Latest on COVID Aid

Play Episode Listen Later Mar 4, 2021 35:52

This week on “Off The Cuff,” Allie discusses Miguel Cardona’s recent confirmation as Education Secretary and Justin highlights a letter NASFAA signed onto touting the importance for the newly appointed secretary to implement changes made to the FAFSA in an efficient and timely manner. Allie and Justin then cover the latest news surrounding institutional accountability and the status of ACICS, an embattled accrediting agency. Jill provides an update on the latest news surrounding HEERF and HEERF II, while Megan dives into the latest on the state of play for the House-passed COVID relief package currently being taken up by the Senate. Plus, Justin wants to know: Do you think the pandemic will lead to permanent changes for financial aid operations?

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STATE HORNET PODCAST, WED 2/24: HEERF Grants, ‘CARmencement'

Yoga Vidya Tägliche Inspirationen

Play Episode Listen Later Feb 24, 2021 6:30

FAQ: What you need to know about Sac State's HEERF grant distributionSac State permanently closes vision center, optometry services eliminatedSac State announces drive-through commencement for 2020 and 2021 graduatesSwarm Report Feb. 21: baseball and women's tennis loseE-Swarm Report: Resounding victories for League and ValorantHave a story you'd like to see covered on the podcast? Get in touch with us on Twitter, Instagram, Facebook or through our email address, editor@statehornet.com.

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Karttikeya - Kreative Lesung

Play Episode Listen Later Feb 1, 2021 15:06

Karttikeya ist ein anderer Name für Subrahmanya, Sharavanabhava, Skanda, Muruga, Shanmukha. Erfahre mehr über diesen ewig jugendlichen Gott, Heerführer der Götter mit einpünktiger Konzentration. Lass dich inspirieren von dem, was Swami Sivananda zu diesem Thema sagt. Sukadev zitiert Sätze aus dem Buch "Inspiration und Weisheit" und ergänzt diese aus seiner kreativen Intuition.

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Karttikeya - Kreative Lesung

Yoga Vidya Tägliche Inspirationen

Play Episode Listen Later Feb 1, 2021 15:06

Karttikeya ist ein anderer Name für Subrahmanya, Sharavanabhava, Skanda, Muruga, Shanmukha. Erfahre mehr über diesen ewig jugendlichen Gott, Heerführer der Götter mit einpünktiger Konzentration. Lass dich inspirieren von dem, was Swami Sivananda zu diesem Thema sagt. Sukadev zitiert Sätze aus dem Buch "Inspiration und Weisheit" und ergänzt diese aus seiner kreativen Intuition.

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Karttikeya – Kreative Lesung

Swami Sivananda - Leben und Werk - Podcast

Play Episode Listen Later Jan 27, 2021 15:06

Karttikeya ist ein anderer Name für Subrahmanya, Sharavanabhava, Skanda, Muruga, Shanmukha. Erfahre mehr über diesen ewig jugendlichen Gott, Heerführer der Götter mit einpünktiger Konzentration. Lass dich inspirieren von dem, was Swami Sivananda zu diesem Thema sagt. Sukadev zitiert Sätze aus dem Buch „Inspiration und Weisheit“ und ergänzt diese aus seiner kreativen Intuition. Dies ist ein Podcast von und mit Sukadev Bretz von www.yoga-vidya.de. Der Beitrag Karttikeya – Kreative Lesung erschien zuerst auf Yoga Vidya Blog - Yoga, Meditation und Ayurveda.

Episode 180: Financial Aid Experts Discuss Their HEERF Disbursement Experiences and Plans for Future Aid

covid-19 education coronavirus joe biden experiences secretary financial aid off the cuff education ed heerf

Play Episode Listen Later Jan 26, 2021 39:17

This week on a special edition of “Off The Cuff,” Justin is joined by a trio of financial aid administrators who discussed all things Higher Education Emergency Relief Fund (HEERF) and emergency aid. Our special guests share how their institutions worked through their first batch of HEERF funding, in what ways updated guidance impacted their institution’s ability to disburse funds, and what they’re anticipating for this new round of funding — as well as expectations for the Department of Education (ED) staffed by President Joe Biden’s administration. Plus, Justin wants to know: What thoughts would you like to share with Biden’s nominee for Secretary of Education, Miguel Cardona?

Episode 179: NASFAA’s Higher Ed Priorities for the Biden Administration

Play Episode Listen Later Jan 21, 2021 41:49

This week on “Off The Cuff” Justin and Allie kick things off with a recap of President Joe Biden’s inauguration, his first day in office, and the top higher education priorities NASFAA has for the new administration. Megan highlights additional details about the Biden legislative agenda and congressional reaction. Jill then provides an update on new developments surrounding HEERF II and award notifications. Plus, the group wants to know: What’s your favorite constitutional fun fact?

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Episode 178: DeVos’ Departure Makes Way for Debate Over Further COVID Aid, Debt Forgiveness, and the Biden Administration

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Play Episode Listen Later Jan 14, 2021 40:14

This week on “Off The Cuff” the team recaps the resignation of Education Secretary Betsy DeVos and the department’s effort to curtail President-elect Joe Biden’s pledge to provide student loan debt relief. Megan provides an update on the congressional agenda ahead of Democrats’ majority in Congress. Allie and Justin dig into details on what’s ahead for the debate over debt relief, and Jill provides a brief update on HEERF reporting and expected guidance. Plus, the group wants to know: What was your best purchase last year?

054 What's Brewing, CCCSFAAA? 2021-01-12 - New Gnus

Play Episode Listen Later Jan 12, 2021 34:52

Dana and Dennis previewed topics to be discussed at the quarterly CCCSFAAA executive board meeting later this morning. Afterwards, they covered number of news items: A NASFAA article regarding a simulation of the distribution of new HEERF funds to colleges done by ACE and APLU. CSAC released a social media toolkit for the statewide Cash for College workshops. Contact CSAC for more info. FSA put out an electronic announcement regarding online training on 2021-2022 verification. Dana wants to attend the 2021 NASFAA Leadership Symposium. Registration just opened! An article on the Chronicle of Higher Education website about how displaced workers have not returned to college during the pandemic. The January release of Governor Newsom's 2021-2022 budget for the state of California. Dennis provided background information for an article by a KPCC reporter posted to the LAist website. Dennis offered up an "I Dare You To Read" selection of The Problem With Everything: My Journey Through the New Culture Wars by Meghan Daum. Find out more about CCCSFAAA at cccsfaaa.org. Follow CCCSFAAA on Twitter at @CCCSFinaidAssoc. Find this and future WBC podcast episodes at What's Brewing, CCCSFAAA (WBC) podcasts. Find us also in Google Podcasts, the Apple Podcasts app, on Spotify, Pandora, I Heart Radio, and TuneIn. Have feedback for Dennis and Dana? Got a topic you want us to discuss? Email us at wbcccsfaaa@gmail.com. "What's Brewing, CCCSFAAA?" is a Studio 1051 production. Studio 1051 is a creative collaboration of Dennis Schroeder and Dana Yarbrough.

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026 What's Brewing, CCCSFAAA? 2020-10-06 - News and More Gnus