Why the Gotovina Appeals Judgment Matters
[Cross-posted at EJIL: Talk]
When the ICTY Appeals Chamber issued its ruling exonerating Gen. Gotovina, and ordering him released, the decision sent shock waves throughout the region. In Serbia, the decision was met with consternation, anger and resentment. In Croatia, the decision was met with jubilation and relief, and Gotovina was given a hero's welcome upon his return to the country.
As Marko Milanovic has ably articulated, this dualistic popular sentiment is cause for concern among those who care about the tribunal's long-term legitimacy and success. The decision fueled resentment among Serbs who view the tribunal as victors' justice. And more concerning, according to Marko, it reinforces a Croatian narrative that the Croats were pure victims of Serbian aggression who fought back with only legitimate and lawful methods of warfare. For Marko, this constructed narrative whitewashes a much more complicated reality on the ground.
From a legal perspective, the Appeals decision is also a worrisome development. The two most important principles of the Law of Armed Conflict are the principles of distinction and proportionality. The principle of distinction outlaws the direct targeting of civilians, while the principle of proportionality outlaws the launching of attacks against legitimate military targets that will cause civilian deaths that are disproportionate to the military value of the legitimate target. These are simple principles, but they are difficult for courts to apply in practice. Although one might have predicted otherwise, there have been virtually no guilty verdicts for launching disproportionate attacks at the ICTY. The Gotovina Trial Chamber Judgment was one of the few. And now that verdict has been overturned.
I am not saying that the Appeals Chamber was wrong in making this decision, but I am saying that the jurisprudence as a whole has taken a wrong turn when proportionality is almost entirely absent from the ICTY's case law.
Turning to the principle of distinction, the Appeals Chamber concentrated its analysis on a 200-meter standard used by the Trial Chamber. Under this standard, the Trial Chamber determined that artillery shells falling more than 200 meters from a legitimate military target constituted evidence of indiscriminate shelling of a residential area. Although this standard was based on expert testimony heard during the trial, the Appeals Chamber noted that the standard is not one that can be found anywhere in international law. The Trial Chamber appears to have basically made it up (or at the very least conferred upon it a significance it did not deserve).
There are two points here. First, the majority and dissent in the Appeals Chamber agreed that the 200-meter standard was ill advised, though they disagreed about the consequence of this observation. For the majority, the ill-advised 200-meter standard was the legal foundation for the entire Trial Chamber decision, without which the conviction crumbled. For the dissent, the unfortunate 200-meter standard was just one aspect of the case against Gotovina, for which there was still a substantial foundation even without the 200-meter standard.
Second, was the 200 meter standard even necessary? This might have been a situation where the Trial Chamber said too much, making themselves subject to reversal because they are articulated a legal standard (if it even was a legal standard) that was not defensible. But what if they had articulated no legal standard at all? What then?
How is this possible, you ask? It is very possible. The Trial Chamber could have examined the entire spectrum of facts, including the known location of military targets, the known location of civilian deaths, the number of civilian deaths, and then stated that these facts amounted to a legal conclusion of an indiscriminate attack against civilians or even a disproportionate attack against civilians. Period. Had the Trial Chamber done this, their decision would have been subject to less scrutiny, and might even have withstood the appeal.
There's an irony here, of course, and one that I often point out to my students in other contexts. When a court applies the law to the facts, they are obligated to state reasons for their decisions (although juries do not). In announcing that decision, they justifiably feel compelled to articulate standards that explain the basis for that decision. But when they do so, they often get reversed if the standard or legal theory is ill advised.
This creates a law of perverse incentives. Trial Chambers (and courts generally) should be as terse as possible with their explanations if they want to be successful. Although this renders their decision-making process comparatively opaque, it might immunize them from eventual reversal on appeal. But that's not the type of judicial decision-making we want to encourage.
Attorney Online said...
You seem to be a good lawyer and know a lot about appeals. On the legal forum of Attorney Online we started a discussion about what are appeals. Please join the discussion and express your opinion. Moreover you can write there articles and posts to Attorney Blog. If you know many good attorneys, you can invite them to submit their contacts to Attorney Directory. It is free and lifetime. If you know interesting legal news, you can also publish them.
Question: if the 200 m standard was testified to by an expert at trial, why didn't the Trial Chamber cite that reference in the judgement? Isn't it true that the Appeals Chamber found the TC was in error precisely because it was never mentioned at trial (hence no reference cited)?
Jens David Ohlin said...
The standard was based on expert testimony from the trial, in the sense that the TC heard testimony regarding a 400-meter margin of error but the TC decided that a 200-meter margin of error was generous enough and should guide their analysis in lieu of a 400-meter standard. There was an amicus brief on precisely this issue. The majority decision of the AC ultimately held that the 200 meter standard was flawed, though the dissent disagreed that the flawed analysis was fatal to the verdict.
I guess juries aren't required to do the same because of all the viewpoints people would have.
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Urbanites and their energy consumption
Erin Baxter
Ged Davis, Chair of Scenarios at the World Energy Council
At his public lecture at the Centre for International Governance Innovation, Chair of the World Energy Scenario Study Group at the World Energy Council Ged Davis spoke on the importance of the supply and demand of energy in developed and developing countries.
As an urbanite from Kitchener-Waterloo (KW), I was particularly intrigued by his assessment on city dweller demands on energy. Locally, the Waterloo Region is considerably progressive, not only in technological innovations, but in energy initiatives as well. According to the region's website, the development of an Energy Management Strategy, A Fleet Greening Strategy, Greenhouse Gas Reduction and Clean Air Plan, and Community Energy Planning strategy are all underway in an effort rethink energy demands in our area. However, Davis's lecture gave several other suggestions to battle rising energy demands facing KW and similar urban areas.
For those involved in industry. Although industry-related barriers are difficult for the average citizen to overcome alone, Davis explained that retrofitting existing plants with better technology is a worthwhile investment. Switching from traditional, electrical sources to renewable sources, such as solar or wind power, would further improve the efficiency of retrofitted plants. Along with these utility changes, Davis suggested that plants review their products designs to be longer lasting and recyclable. "One third of all energy goes to supplying energy to buildings," said Davis. With such statistics, Davis encouraged the audience to advocate for more energy efficient industrial buildings and industrial operations.
For homeowners. The aforementioned statistic attributing one third of energy needs to buildings also calls attention to comparably smaller, residential building owners. While concern for our environmental footprint seems to wane with every dip in the economy, there is evidence that homes that are more effectively engineered are capable of running on 10 percent of the current energy need, said Davis. Replacing old appliances with more energy-efficient models was also cited by Davis as a solution to our high residential energy needs.
For those who commute. Davis lamented the poor urban planning and infrastructure that causes such high levels of private commuters. Nonetheless, he suggested that as long as we are driving vehicles, automobile technology can be significantly improved to reduce energy demands and utilize renewable energy sources.
In the next 35 years, it is expected that 75 percent of the world's population will live in cities, said Davis. Because city dwellers are among the highest energy consumers in the world, his forecast begs urbanites and city councillors to do their part. We should heed energy-conscious suggestions, such as those offered by Ged Davis and other advocates of sustainable energy.
HAVE YOUR SAY: If you attended this lecture, caught the webcast or watched the archived video, we would love to hear your thoughts on the presentation. Start a dialogue by adding your comments below.


Pioneering Hackney Wick theatre needs cash help to insulate its tin roof
By Syma Mohammed
The Yard Theatre Director Jay Miller is upset as the venue is at risk of closing down. - Credit: Archant
Nestled in an industrial estate in Hackney Wick is a small theatre with big ideas.
For the past three years The Yard in White Post Lane has given people starting out in the uncertain world of theatre the opportunity to have their voices heard and their productions staged.
But unseasonably cold weather over the past 12 months means its future could be under threat unless it can raise £10,000 to insulate its tin roof.
The draughty interior and lack of heating means that the theatre cannot operate during the winter months.
Current director Jay Miller said: "This year we need to make it a sustainable business. The reason it's not a sustainable business is it's only open six months of the year. "It's really crucial we are able to stay open all year. When we can't open, we can't bring in any income. When we are not putting shows on and when we are not open, we are in real danger."
The theatre has raised £4,500 so far.
Mr Miller said a "real mix" of people had donated and many were people who had worked at the theatre. One anonymous donor had given £2,000.
The money raised will be used to fix holes in the roof and buy sheep's wool which will be hung in nets from the ceiling to provide insulation.
"It also fits into the sustainable ethos of the theatre which has been furnished from recycled and reclaimed materials," Mr Miller says.
"I wanted to create a space that was really present so you would remember where you had come.
"What we have created is a Grecian amphitheatre in a post-industrial warehouse.
"I originally wondered where we could go to find a warehouse and Hackney Wick is well known for its warehouses.
"It's a really interesting area as it's going through profound change. I find this space really inspiring."
The theatre was initially set up as a pop-up theatre in 2009 and then officially started up in 2011 with £8,000 from the Arts Council.
"I started the theatre because there was not anywhere in London to make new work as arts funding dried up," Mr Miller added.
"Established theatres don't take any risks on young artists and new work.
"What we say is we protect new contemporary work which can't be seen anywhere else in London.
"We want to create the new voices of theatre in years to come."
The theatre has staged 69 productions over the past three years.
One of its most successful productions so far was a one-woman show by former Hackney resident Michaela Coel, which went on to the Bush Theatre and Royal Exchange Theatre.


The Dantreks - Family Adventures in a Wide World
Vietnam - The Puzzle of Time
Author: Dave
Have you ever tried to put together a jigsaw puzzle without knowing the completed picture? That's what Vietnam feels like to us.
When we left home, Vietnam wasn't on our radar of places to go. I thought we'd spend most of our time in SE Asia in Indonesia, Malaysia, Thailand and Cambodia. The first time Vietnam came up was when our travel doctor suggested doing a loop from Thailand, down Vietnam, through Cambodia and back to Bangkok. I sort of dismissed that idea at the time.
However, as we travelled, we kept hearing how beautiful Vietnam is and how we had to work it into our trip. Jody, in particular was intrigued so we made the family decision to substitute it for Malaysia on our itinerary. No travel decision is ever a bad one, but I have some serious mixed feelings about Vietnam. Jody and the girls might have different opinions, but hey, I'm writing this post!
We flew from Chiang Mai into Hanoi. Our drive from the airport into the city centre was a gong-show. We've experienced crazy traffic before but Hanoi's level of chaos was something else! Motorbikes in the thousands doing whatever they want, tuktuks, bicycles, cars and trucks all competing for the same space. Somehow they seem to make it all work as we were surprised to have only seen two car accidents and a man get knocked off his motorbike in the 20 minute drive from the airport. Welcome to Vietnam!
We checked into the hotel and the staff were welcoming and helpful. As it was only mid-afternoon, it was suggested that we head to the nearby water puppet theatre. A great idea, we grabbed tickets for the five o'clock show and wandered around the area before it started.
North Face has a few factories in Vietnam and you can find clothes, jackets and bags for sale everywhere at prices we couldn't even dream of at home. I picked up two pairs of shorts and we contemplated getting the girls winter coats to be shipped. Everyone we interacted with was friendly and appreciated our efforts to communicate in our mispronounced Vietnamese. This included the persistent bicycle tuktuk drivers who were stationed every few metres asking if we needed a ride. A polite no thank you and the standard 'maybe tomorrow?' from the driver (followed by the compulsory 'maybe' from us) and all was good.
The water puppet show was amazing. A traditional live performance art, it included musicians, singers, puppeteers and their helpers. Adapted for modern audiences, the show included a jumping water display, lights, smoke and fire. Unlike the puppetry we're used to — where artists work the puppets from above — Vietnamese water puppets are controlled from below and behind. A pool acts as the stage for the puppets to perform. At the back of the pool there is a screen from behind which the artists use long poles to move the puppets across the stage. We never saw any of the performers until the end of the show when they came out for a bow. There were times when I couldn't quite figure out how they made the puppets move and dance across the water. We imagined the sight of the performers working behind the screen would be almost as entertaining as what we saw in front of it due to the potential acrobatics required!
At the end of the show, we took some time to admire the puppets on display in the foyer. Colourful and ornate, these are also works of art on their own. We were approached by a young man who worked for the company. The girls asked some questions about how the puppets moved and how many people there were behind the screen. He said it varied from show to show as they put on several different performances throughout the year. We also commented we were impressed by the use of fire in the show and wonder how that worked. He joked that he couldn't say but said they can do all sorts of things with the puppets. They have one show where a puppet bomber aircraft is shot down in one of the scenes. Sheepishly, he said that is more for a Vietnamese audience as it can be offensive to Americans. Seeing he thought we were from the US, we showed him our backpack and maple leaf and said we wouldn't be offended as we're Canadian. He joked that he has a hard time telling westerners apart but said people in Vietnam really like Canadians - with a pregnant pause, you can guess why…
It was a great conversation which, combined with our interactions with people at the airport, hotel and shops, left us with the impression that Vietnam has generally moved on from the American War as they call it. This, in literary terms, is called a foreshadow.
After the show, we walked around a little bit more before getting some dinner and headed back to the hotel. We knew Vietnam is a communist country but I was struck by the number of Cold War-esque statues, government buildings and public monuments celebrating the worker and proletariat. I shouldn't have been surprised, but I suppose the rest of the world has moved away from the Communism vs. The West narrative but here, it is still something articulated in public spaces. Fascinated by these displays of ideology and nationhood, Jody and I thought it would be interesting to visit Ho Chi Minh's Mausoleum the next day.
We woke up early as we heard it can get quite busy. Being a few kilometres away, we decided to take two bicycle tuktuks to the mausoleum. We got to the entrance in about 20 minutes and Jody made the move to get out. The driver said 'no, no' as he was going to drive us to the end of the line. Two-blocks later, we eventually stopped and proceeded to walk another block in search of a place to join the queue. As we walked, we were struck by how few foreigners were there. There were families, school groups and regular citizens who had all lined up for hours to pay their respects to the man they identify as the father of modern Vietnam.
The girls said they liked walking the line because they felt like royalty walking down the street separated from the crowd by portable metal barriers. Our presence seemed to be a mild novelty, especially for all of the school-aged kids who were standing in the queue for at least two hours. One kid reached out to me, so I shook his hand. He was thrilled and showed all of his friends and the girls found this equally entertaining. Lots of hellos, pointing and giggling, all in good fun by the local kids as we navigated the side of the road between traffic and the sidewalk where the line was located.
About 30 metres later, we had to make our way around a large truck and as we got to the other side, I looked up and saw about a dozen Vietnamese veterans. One of them called out to me so I engaged with him.
Saying hello as I walked by, he barked something at me again. I hesitated and said sorry, I didn't understand. This time he raised his voice so all of his friends and the people in the immediate vicinity could listen. The men he was with in military garb started to laugh.
Again, I apologized, I don't understand, but he continued and I suddenly realized what was going on. This man, along with his friends, were in their early 60s and clearly retired from duty. The military outfits they wore were, at one time, their dress uniform but were now only worn for occasions like this when they wanted to be identified as veterans of the war. Their shirts were untucked and they had mismatched trousers and sandals. So this was an impromptu gathering organized amongst former comrades-at-arms. The particular individual who was giving me an earful had four stars across each of his shoulders. Clearly, he was the leader of these men and was taking the opportunity to ridicule a foreigner who had the audacity to visit the tomb of their esteemed leader.
This was one of those really awkward moments when you don't know if you should walk away or further engage. Being totally surprised and bewildered by this exchange, I tried to explain that I didn't understand and that I was Canadian, again, using my backpack to show off the flag. It didn't matter to this gentleman as he continued to cut into me for the benefit of his friends. I have no idea what he said but imagine it was along the lines of "How dare you, American, come here. You have no reason for being here other than needing to pay respects to the man who defeated the US military." Something along those lines or worse…
This person was getting a bit of an audience by this time but the only people laughing were his men. The others around were watching in wonder to see what would happen next. I think his men were a little taken aback too, but the old guy was on a roll and there was no stopping him. As I stood there dumbfounded on the receiving end of his blast, a police officer jumped in-between me and the veteran and said that I had to move on (it felt like the officer was intimating this exchange was my fault).
I backed off while he turned in triumph to his men as they started to move forward in the line. One of his men seemed to be a bit uncomfortable by the exchange and attempted to make amends by shouting to Jody to see if we were in fact Canadian. He asked if we spoke French, and she responded in French that we did albeit a little, as we walked away.
It was an entirely unsettling and humbling experience. This person didn't know me but presumed to attack me simply based on what I looked like. To him, I appeared American and that made me fair game. It was shocking and, honestly, I was quite mad once I was able to process what had just happened.
By the time we eventually found the end of the line, I was seething and we decided to give a visit to the mausoleum a miss. I had to calm myself down as the girls had a lot of questions and I had to talk through what happened with them. This incident provided fodder for our conversations for the rest of our time in Vietnam. How do you explain his behaviour? What's his perspective on the war? What did he witness? Think about others who experience this kind of treatment on a regular basis - women, people of colour or different religions. These conversations were as beneficial for me as they were for the girls. Needless to say, I didn't start to feel better about Vietnam until we reached Hoi An 5 days later.
I'm still probably not 100% on Vietnam yet. We were told that it is a beautiful country. That wasn't particularly obvious to us in either Hanoi nor Ha Long Bay. The city is dirty and polluted and the air quality is the worst we have experienced anywhere on our trip. We used Cat Ba Island to explore Ha Long Bay but the town is hard and the days were overcast which contributed to my perspective. However, Hoi An was a beautiful, sunny spot. Fantastic beaches and an amazing old town. If you're on a budget, Vietnam is an excellent place to stretch your shilling.
It will be interesting to see what happens to Vietnam in the next few years. It appears that anyone under the age of 40 has completely moved on from the war. Our interactions with people our age or younger were fantastic. As a nation, they celebrate when they defeated a world super power (in their view). Every country deserves the right to feel patriotic and celebrate national achievements but as time moves on I suspect the allure of defeating an 'imperial power' will likely be replaced by other more current/relevant national feelings (i.e., what it means to be Vietnames vs. seeing the world through a military lens).
To me, it appears as if Vietnam is in a period of transition. The population seems to be very young and the borders are becoming more open. Younger cohorts will feel less connected to the wars of the past and exposure of the general population to increasing numbers of foreigners will have an impact on the Vietnamese world and self-view. All along the waterfront between Da Nang and Hoi An, there are hotels and beach resorts going up. There are thousands of new hotel rooms that will need to be filled. We got the sense that tourism is about to explode in Vietnam in the next few years.
If people asked me whether or not they should visit Vietnam, I would say yes - but maybe skip the mausoleum.
Chris Lake
We. Just. Missed. You. Just got back from a Chiang Mai/Hanoi ++ trip of our own. A meetup would've been fun to trade stories - I am now utterly fascinated by Vietnam history. Shame about the old dude; aggression of any sort always mars the impression of a place in a big way - and it highlights that funny part of travel where two people visiting the same place can leave with such totally different impressions. Hanoi was one of my favorite cities visited so far! Look forward to chatting in the far future and reading more in the near!!! Happy trekking!!!
We're the Danchuks - follow our explorations and family adventures in a wide world (2018).
56. The French Connections
55. Living the Dolce Vita
54. Pompeii: It Left an Impression
53. Can you suffer reverse culture shock?
52. Zanzibar: Polepole
51. The Fast Boat to Zanzibar
50. Victoria Falls: The Smoke that Thunders
49. Our Namibian Road Trip: Part 2
48. Self Drive Safaris & Poaching
46. Africa Re-Visited
45. Cape Town and It's Water


Metros Delhi 30 Dec 2021 Patient care hit in hospitals as Delhi doctors intensify NEET stir
Patient care hit in hospitals as Delhi doctors intensify NEET stir
THE ASIAN AGE. | BHASKAR HARI SHARMA
The stir by resident doctors in Delhi, who have been protesting over delay in NEET-PG 2021 counselling, entered its 13th day on Wednesday
: A patient leaves after he could not be attended due to doctors' protest over the delay in NEET-PG 2021 counselling, at the Safdarjung Hospital in New Delhi (PTI Photo)
New Delhi: Patient care was badly affected at several major hospitals in New Delhi on Wednesday as resident doctors protesting over the delay in NEET PG counselling intensified their agitation even as members of more RDAs joined the stir in the national capital, as well as some other parts of the country. The resident doctors' association of the Rajiv Gandhi Super Specialty Hospital (RGSSH) on Wednesday morning issued a statement that its members were "withdrawing services" to protest against the alleged police action in a face-off between them and medics on Monday, and demanded expediting of the NEET PG counselling process.
Located in East Delhi, RGSSH, under the Delhi government, is one of the key facilities for treatment of Covid-19 in the city.
"Senior residents and junior residents have boycotted services from today. But we are trying to compensate with consultants so that patient care is not much affected," a senior official of the hospital said, adding that about 900-2,000 patients visit its OPD daily.
Members of the RDAs at Chacha Nehru Bal Chikitsalaya and Northern Railway Central Hospital, one of the busiest facilities in Delhi, also protested and boycotted services. Northern Railway spokesperson Deepak Kumar confirmed that doctors at the NR Central Hospital have joined the protest.
Visuals emerged on social media of doctors at the Chacha Nehru Bal Chikitsalaya and Northern Railway Central Hospital holding banners with messages like "Black day for medical fraternity", "Couselling karao, doctors bulao", and chanting slogans such as "We want justice".
The stir by resident doctors in Delhi, who have been protesting over the delay in NEET-PG 2021 counselling, entered its 13th day on Wednesday.
The president of the Federation of Resident Doctors' Association (FORDA), Dr Manish, said: "The strike is still on".
Due to the stir, patient care has been affected at three facilities run by the Central government at the Safdarjung, RML and Lady Hardinge Hospitals and some Delhi government-run hospitals too. On Tuesday, FORDA had decided to continue the stir as a meeting between their federation's delegation and the Union health minister failed to make any headway.
The meeting between a FORDA delegation and health minister Mansukh Mandaviya had taken place at Nirman Bhavan, but the doctors' body had said the "response was not satisfactory". Dr Mandaviya had urged them to call off their strike in the larger public interest.
The resident doctors in Delhi on Wednesday morning gathered in the premises of Safdarjung Hospital, where police personnel were deployed to ensure the maintenance of law and order. According to the police, adequate police arrangements have been made at Safdarjung Hospital, where more than 1,000 protesting resident doctors have gathered raising their demands.
A senior police officer said the protesting residents were made aware of the "yellow alert" issued in the national capital on Tuesday in view of the prevailing coronavirus pandemic situation.
The police officer said: "We urged them (protesting doctors) to follow the Covid protocols, maintain social distancing. We have told them that as per the new DDMA guidelines, such type of gatherings are not allowed, and we urged them to discontinue their protest."
"The entire nation looks up to doctors and if doctors themselves gather in large numbers, there is more threat of spreading Covid-19, and in that case, who will treat the patients? We are trying all measures to create awareness and convince the protesting doctors to call off their protests, amid the rising cases of Covid-19 and the scare of Omicron," he added.
When the protesters questioned the police about rallies allegedly being held elsewhere amid the yellow alert, they responded the "law is equal for all", and no such activity will be allowed as per the DDMA guidelines which are being "followed strictly".
Tags: doctors protest, delhi doctors protest


Crystal Ballroom
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Monqui Presents
Machine Girl
7 pm doors, 8:30 pm show
All ages welcome
$30 advance, $35 day of show
Machine Girl is a producer turned two piece electropunk-hardcore outfit. Making a name for themselves online for their unique brand of electropunk, They've been on year end lists for Noisey, given Eureka! reviews by TinyMixTapes and been shouted out by The Needledrop. In addition to press and accolades from publications, they've amassed a rabid online fanbase, spawning dedicated reddit and discord servers. Cutting their teeth on the DIY circuit across North America, Machine Girl have become infamous for their cathartic unpredictable and destructive performances. In an interview with Revolver magazine, Stephenson defined Machine Girl as "fucked-up electronic punk" and stated that he didn't like the "industrial" tag for being "very goth, and very black and white" considering the project "a lot more colorful." Kerrang! listed them as one of the "bands expanding the definition of hardcore", and described the project as "a particularly punky and ferocious breed of the electronic sub-genre breakcore that could easily pass for hardcore when they rip it live."Pitchfork defined their style as "relentlessly smashing together bits of punk, grindcore, rave, industrial, and more" and "unpredictable and dangerous, full of animalistic rage and uncontrollable energy"
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Crystal Facts
Opened in 1914 as Cotillion Hall, the dance hall was rechristened in 1950 as the Crystal Ballroom. It wasn't until 1997 that McMenamins took stewardship of the legendary building.
After being shut down by the city in 1968 due to "code violations," the Crystal was dark for nearly 30 years, despite failed attempts to revive it. Then, in 1997, McMenamins Crystal Ballroom was born.
Heard about the Crystal's "famous floating dance floor"? It's ball bearing and rocker design, first patented in 1905 by Charles R. Hunt, brought a whole new sensation to Portland dancing.
An early 1900s guest said of the dance hall's floating floor that it made "a good dancer out of a bad one." Another recalled that it made dancing "almost effortless."
The Crystal's famous "floating" dance floor's bounce factor could originally be adjusted using a racheted gear. Appropriate to each dance, the floor could be made rigid or wide open.
The Crystal is said to have a strong "sense of place," a phenomenon defined as an energy that affects the quality of the experience and its outcomes for the group that is gathered within.
Just a few of the performers who have graced the Crystal stage: Ike & Tina Turner, the Grateful Dead, Patti Smith, James Brown, Wilco, B.B. King, Sleater-Kinney, Motorhead -- and the list goes on….
The Crystal's vibrant energy attracted Mike McMenamin for years. After its purchase, Mike said, "It's one of those places that deserves to live forever [but] we just have custody for awhile."
During the 1950s, the Crystal might have hosted a high-society old-time dance, a sorority pajama party, a Gypsy wake, and James Brown, all in one week.
Gary Ewing was the Crystal's legendary light show artist in the late '60s, filling the space with transcendent color and images in "harmonic totality" with the music.
"My ambition is to fill a volume, that is a ballroom, with color the way a glass is filled with water. The people would be dancing in color, covered with color." – Gary Ewing, light show artist, 1967
The building's first owner, Montrose Ringler, is credited with bringing the new-fangled sport of "basketball" to Portland.
During the Grateful Dead's 1968 set at the Crystal, the power cut out mid-song. Strangely, that track is the one that ended up on Anthem of the Sun, one of Rolling Stone's "500 greatest albums."
Early 1910s reformers (including Lola Baldwin, namesake of Lola's Room) sought to curb the vices of dancing and drinking. Headlines included DANCEHALL HELD EVIL and HUGGING BARRED AT PUBLIC DANCES.
Portland's Lola Baldwin, the nation's first policewoman, sought to curb the evils of dancing, drinking and loose morals in the 1910s. Naturally, we named a bar for her. Raise a glass at Lola's Room.
At one 1967 show at the Crystal, guests saw The Warlocks, Mr. Lucky & The Gamblers and The Weeds before headliners Buffalo Springfield. Ticket cost? $2.25 for a single, $4 for a couple.
In the late '50s and early '60s, colorful Gypsy wakes were held at the Crystal as part of that populations' funereal traditions, complete with food, beer, music, dancing and more.
One long-running rumor is that, during a Crystal show in 1965, Little Richard fired his guitarist in a fit of pique and ego. That guitarist, it is said, was none other than Jimi Hendrix.
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Education as Business Investment
Behavior and Education
The Design & Management of Effective Distance Learning Programs – Chapter 1
Chapter 1: Distance Education: What Is It? Utilization of Distance Education in Higher Education in the United States
Diane A. Matthews
Carlow College, USA
Copyright © 2002, Idea Group Publishing.
Technology-based distance education is emerging as an increasingly visible feature of post-secondary education in the United States (U.S. Department of Education, 1999). Educators have the opportunity to define, design, and manage effective and robust teaching and learning systems, programs, and courses. As distance learning becomes a serious alternative to the standard classroom environment, enormous opportunities and dilemmas present themselves for the players. This chapter examines the technology used in distance education; the type of student utilizing distance education; advantages and disadvantages for the student, the instructor, and the institution in the use of distance education; and the players involved—including higher education institutions, virtual universities, states, and consortia.
Technology-based distance education is emerging as an increasingly visible feature of post-secondary education in the United States (U.S. Department of Education, 1999). Technology is changing the way the university functions as an institution of higher learning. Publications such as The Chronicle of Higher Education regularly feature articles about the distance education efforts of various higher education institutions and systems, states, and consortia. Distance education specialists and academic policymakers expect technology to help higher education institutions provide a wide range of programs, including degree programs, to larger proportions of the student population (U.S. Department of Education, 1997).
In distance education, or distance learning, the students and instructors remain geographically apart. Today, the ability to take courses from a remote location utilizing the Internet is referred to as "e-learning" (Quan, 2000); elearning is the dot-com term for distance education. Concepts of lifelong learning, individualized or personalized learning, and time-free, space-free, "just-in-time" learning arrangements have emerged, all of which allow learning away from the traditional campus (American Council on Education, 1996). Distance education is a key strategy in meeting the massive demand for higher education.
Distance education is first and foremost a movement that sought not so much to challenge or change the structure of higher learning, but to extend the traditional university in order to overcome its inherent problems of scarcity and exclusivity. Second, distance education developed as a creative political response to the increasing inability of the traditional university structure to grow bigger (Hall, J., 1995). Distance education dealt with the problem of too many students in a single physical space.
The increasing diversity in demand for education means the virtual campus is a model for the future. Developed societies are moving further from the traditional model, where people complete their education at an early age and then dedicate themselves solely to work (Warden, 1995). Simple desktop computers can now function on the Internet as powerful, multimedia, interactive communication centers. New Internet tools, such as bulletin boards, electronic tests, hyper-linked texts and sources, and enhanced computer systems with greater speed and more memory, allow viewers to see more information and tune in on discussions, meetings, theatrical performances, even operas, around the world (Gallick, 1998). Such features offer rich opportunities for distance education.
Distance learning is emerging as part of mainstream education (American Council on Education, 1996). So, "What is distance education and what is its use in the United States?" To answer this question, we examine the media used in distance education, the type of student utilizing distance education, advantages and disadvantages in the use of distance education, and the players involved.
MEDIA USED IN DISTANCE EDUCATION
Distance education employs media in many forms and to varying degrees. It uses mail, facsimile, radio, television, satellite broadcasts, videotapes, teleconferencing, electronic mail, chatrooms, bulletin boards, CDROM, the Internet, and the World Wide Web.
The "first generation" of distance education technologies included print, radio and television. The "second generation" added audiocassettes, videotapes, and fax. Both generations of technology were primarily one-way (asynchronous) communication from the faculty to the student.
In 1985 and for the next ten years, CD-ROM technology was developed and used to deliver instruction. We also witnessed two-way interactive capabilities (synchronous or simultaneous, real-time communication) utilizing computers and computer networks, including the Internet and the World Wide Web. Audioconferencing and videoconferencing came into being. High-quality interactive videoconferencing provides additional enhancements to distance teaching. In videoconferencing, a faculty member teaches a class in a traditional classroom setting while concurrently instructing a different group of students in another classroom via interactive video. Introducing an audio link from the remote site back to the lecturer allows live interaction and enables questions.
The use of the "virtual classroom" is a growing development in distance learning. It is usually based on computer groupware, but can be operated over the Internet. Both groupware—or "courseware"—and the Internet utilize synchronous and asynchronous instruction. In general, the student uses a local computer (usually from home) to access a range of services and facilities. These include online registration, dissemination of prepared course materials (such as the course syllabus, assignments, and practice tests), access to online video materials, and communication with instructors, tutors, and other students via electronic mail (email). Frequently, courses have their own Web page where instructors post their syllabi and assignments, as well as links to other informative Web sites, periodicals, and shared audio and video files. "Classes" and discussion groups are conducted in online chatrooms; assignments and exams are emailed to the instructor. Discussion topics are posted to discussion or bulletin boards ("threaded discussions"); students comment on the selected topics, and they may also post new topics.
The Web is used in teaching in two different ways. A Web-Assisted Course (WAC) has a traditional classroom setting and uses the Web to exchange email for communication between students and instructors in chatrooms and to download course materials and obtain grades. A Web- Based Course (WBC) is a stand-alone course delivered to students who do not meet in a traditional classroom; these students take the course from a remote location via the Web.
The United States Department of Education (1999) conducted a survey on distance education and found the following regarding the then current use and the planned use of technology:
Distance education courses were delivered by asynchronous Internet instruction at 58% of post-secondary institutions, by two-way interactive video at 54%, and by one-way prerecorded video at 47% of the institutions in the 1997-1998 academic year. Nineteen percent of the institutions offered courses using synchronous Internet instruction. Thus, more institutions used several types of video technologies and the Internet-based technologies than other modes of delivery. (p. 38) Institutions planned to start using, or to increase their use of asynchronous Internet instruction as a primary mode of delivery more than any other type of technology, with 82% of the institutions planning to start or increase their use of this technology. Two-way interactive video (cited by 61%) and synchronous Internet instruction (cited by 60%) were also indicated as technologies planned for an increasing role in delivering distance education in the next three years. (p. 39)
The methods by which higher education institutions provide instruction are changing rapidly. The integration of computers into teaching as we are now experiencing may be one of the most significant contributions to education ever known (Buikema & Ward, 1999). Now faculty have a growing range of distance education tools allowing them to bring information resources, simulation capabilities, and other enhancements to instruction.
TYPE OF STUDENT
Distance education has a long history of serving isolated and remote learners (American Council on Education, 1996). Today, in addition to serving the learner who lives far from campus, distance education is aimed at part-time students, time-strapped adult learners, and students trying to work full time while earning degrees. Virtual classrooms are not aimed at the traditional market of young college people, but rather are meant to serve disciplined adult learners (Guernsey, 1998). Students are typically older than traditional undergraduates (On Line, 1998, May 22). Interestingly, the typical distance learning student is a 43 year old woman, with a $73,000 household income, who is looking for a career change or career enhancement (Lucas, 1998, as cited in Buikema & Ward, 1999). The age profile of students, whether men or women, suggests that many will have family commitments. It is unlikely that they would be willing or able to leave home to attend a fulltime, campus-based course (Miller, Smith & Tilstone, 1998). Distance learning primarily attracts women with children. Sixty-six percent of the adult distance education market is female, and 80% of them have children (Bremner, 1998). As a rule, the distance learner is serious, disciplined, conscientious, and demanding (O'Leary, 2000). According to professors who teach online courses, virtual classes require unflagging self-discipline, self-motivation, and efficient time management by the student.
In a survey conducted by the U.S. Department of Education (1997) in 1995, more higher education institutions offered distance education courses designed primarily for undergraduate students (81% of the institutions) and graduate students (34% of the institutions) than for any other type of student. Professionals seeking recertification were targeted by 39% of institutions offering distance education courses, and other workers seeking skill updating or retraining were targeted by 49%.
In the fall of 1998, another student population emerged—students already enrolled in regular classes eager to ease their schedules by taking courses online. Many colleges and universities find students enrolled in distance education courses simultaneously enrolled in on-campus courses ("The Costs of Teaching," 2000). Many of these students work part-time or full-time jobs and they need the freedom to manage their time ( Guernsey, 1998).
ADVANTAGES AND DISADVANTAGES OF OFFERING DISTANCE EDUCATION
There are benefits and drawbacks to offering distance education. Advantages accrue to both the student and to the institution; however, there are numerous disadvantages that must be considered.
Benefits to the Student
Benefits to the student include: increased access to higher education (particularly for the nontraditional student), flexible scheduling of personal time, convenient location (students can attend class from any corner of the globe), individualized attention by the instructor, less travel, and increased time to think about and respond to (via email or discussion boards) questions posed by the instructor (Matthews, 1999). Shy students can anonymously speak up in chatrooms. Often students who participate in online courses say they get to know one another better than in a traditional class (Buikema & Ward, 1999); chatrooms build a sense of community. Increased access to certificate and degree programs can have the further benefit of encouraging students to undertake these programs or to complete them more quickly (Turoff, 1997, as cited in U.S. Department of Education, 1999).
Benefits to the Institution Offering Distance Education
The institution also reaps benefits from offering distance education. It increases enrollment, attracts more qualified students, increases retention and graduation rates, and increases institutional prestige (Buikema & Ward, 1999). In addition, offering distance education attracts new teaching staff (those interested in distance education), allows instructors freedom to be more creative in the classroom, reduces the need to build and maintain university campuses and buildings, offers a new level of communication with students, requires the university to keep abreast of new technology, and signals the public that the institution is forward thinking and technologically advanced (Matthews, 1999).
There are numerous disadvantages to the student, the instructor, and the institution that must be considered when deliberating distance education. These disadvantages include, but are not limited to, the following:
Costs of Entry and Ongoing Support
The entry and ongoing support costs to quality distance education can be substantial. Distance education is a capital-intensive business. Investments in state-of-the-art technology, computers, virtual libraries, central servers and data networks, program development costs, ongoing technical support, equipment maintenance, hardware and software upgrades, and marketing can be expensive. Early results from a study conducted by the Western Cooperative for Educational Telecommunications on the costs of alternative forms of instructional delivery suggest that modes of delivery that rely on technology consistently cost more than face-to-face instruction ("The Costs of Teaching," 2000).
The Alfred P. Sloan Foundation commissioned studies at six universities to explore the financial costs and potential profitability of distance learning. The universities included Drexel University, Pace University, Pennsylvania State University, Rochester Institute of Technology, the University of Illinois, and the University of Maryland-College Park. The researchers who conducted the studies concluded that "universities aren't losing a lot of money on distance learning, but they aren't making much, either. How well the programs appear to be doing depends, in part, on how their costs and revenues are defined" (Carr, 2001, p. A42). The costs of expanding programs are, in some cases, greater than anticipated. "Several distanceeducation leaders predict that some administrators will slow or stop their expansion into online learning as they develop a better sense of the costs" (Carr, p. A41). Robert E. Myers, executive vice president of the University of Maryland's University College, states that it is a myth that online learning is cheaper to produce and cheaper to deliver than face-to-face instruction (Carr). "After proclaiming that distance learning would save money, business schools are now discovering that 'presence' teaching is less expensive" (Ramanantsoa, 2001, p. 12).
One sobering reminder of the extent of the difficulty in implementing distance education is California Virtual University (CVU). CVU served as a clearinghouse for distance education programs for 98 public colleges and universities in California. Less than one year after its creation in 1997, CVU ceased operations. Although CVU faced a number of difficult issues, the decision to cease operations came after the venture's partners—the state's three public college systems and the Association of Independent Colleges— balked at putting up $1 million a year for three years to cover proposed operating costs for advertising and marketing (Blumenstyk, 1999; Young, 2000, June 30).
Accreditation and Quality Assurance
According to Emmert (1997) in New England's Journal of Higher Education and Economic Development:
One hindrance to globalization of distance education is the issue of quality control—an area in which U.S. institutions begin with a disadvantage. Today, quality in American higher education is assessed by a complex, some say arcane, system of accreditation. The American accreditation system relies heavily upon the assessment of proxies for educational quality, such as hours spent in classrooms, student-to-faculty ratios, availability of facilities, and total resources spent on each student. Many other nations, particularly in Europe, approach quality control through competency examinations for each discipline. Such competency assessment de-emphasizes time to degree, instruction mode, and the reputation of the institution providing the instruction. These nations therefore may be better positioned to adopt quality control in distance education. (p. 21)
Furthermore, the Internet is an ideal breeding ground for diploma mills; a school could be fraudulent (Terry, 2000). Students must determine if a school is properly accredited.
Concern for Online Course Quality
The overall lack of standards in distance education is an issue (Imel, 1996). There is no standard format for conducting an online class; therefore, course quality is a concern. In January, 2001, the American Federation of Teachers, one of the nation's largest unions of educators, approved 14 quality standards for online colleges. The guidelines call for, among other principles, clear standards for content, technical support and counseling for students and faculty, and training for professors in effective online teaching methods ("Is Online Education Off Course?" 2001; Carnevale, 2001).
The quality of instructors in the online environment is an issue. Research has shown that some virtual universities require minimal qualifications when hiring instructors. "The instructors hired …need only a master's degree; they do not enjoy tenure; they are replaceable cogs in a profit machine" (Stross, 2001, p. 37). Hiring distinguished faculty is a luxury when evaluating the profitability of online education. "In fact, it is the opportunity to not hire fulltime Ph.D.'s [sic] that makes the online university such an attractive financial proposition" (Stross, p.37).
In addition, business leaders, whose needs are often cited by promoters of online education, seem less certain about the quality of virtual degrees. In an October 2000 survey, 77% of human resource officers did not consider a degree from an online-only institution to be equivalent to a campus-based diploma (Press, Washburn & Broden, 2001). As participation in distance education by prestigious universities increases, and students with online degrees join the work force, business leaders will be able to reevaluate their position.
Other critics argue that online learning could "facilitate the rise of a two-tiered educational system—prestigious campus-based diplomas for the children of elites, and mass-marketed online degrees for those less fortunate" (Press, Washburn & Broden, 2001, p.35).
Labor Intensity
Distance education is more time-consuming (Guernsey, 1998); it is more labor intensive to teach an online class than it is a regular chalk-and-talk class (Bremner, 1998). It takes an average of 18 hours of personal time to create one hour of stand-alone Web-based instruction. This is a two- to fourfold increase over a traditional classroom lecture (Boettcher, 1998, as cited in Buikema & Ward). The conversion of curriculum from classroom to Internet is not easy or intuitive. "It is vastly harder than preparing a classroom course, 20 times the effort," says Eli Noam, professor of economics and finance at Columbia Business School (Svetcov, 2000). In addition, there is usually more time spent corresponding (email, chatrooms) with students enrolled in an online course than in a traditional classroom (Buikema & Ward, 1999). An American Federation of Teacher's survey revealed that 90% of those polled found a significant difference in preparation time necessary for the development of a distance learning course ("Is Online Education Off Course?" 2001). A recent University of Illinois study found that "high-quality online teaching is time- and labor-intensive" (Press, Washburn & Broden, 2001, p. 34).
Effectiveness of Distance Education
The effectiveness of distance education is a hotly debated issue. An oftcited report compiled by Thomas Russell in 1999 entitled The No Significant Difference Phenomenon indicates that learning outcomes of distance education students are similar to the learning outcomes of traditional on-campus students. Russell compiles this information from 355 research reports, summaries, and papers. This body of work also suggests that the attitudes and satisfaction of distance education students are generally positive. Other reviews of this body of evidence are more critical, arguing that there is no conclusive evidence to indicate this. Still others argue that the existing evidence on the effectiveness of distance education is generally inadequate because of experimental design flaws in the research (Van Dusen, 2000). In addition, other studies report that students see distance education as a convenient but less effective and less satisfying alternative for delivering education. Among academics, the debate continues to rage about the effectiveness of distance education.
Commercial Versus Pedagogical Forces Driving Distance Learning
"While most educators support using technology to broaden educational opportunities, a growing number fear that commercial rather than pedagogical considerations are driving the distance learning trend" (Press, Washburn & Broden, 2001, p.35). A number of universities are determining how this technology can be used to generate a profit, rather than how this new technology can enhance the quality of learning. Many universities have launched for-profit subsidiaries to market online courses, which has aroused strong opposition among professors. Virtual education threatens to shift control over the learning process from college educators to administrators and marketers.
In addition, government officials, anticipating a boost in demand for post-secondary degrees, but reluctant to commit resources to public education through increased taxation, embrace distance learning as a way to expand "cheaply"—by using technology rather than bricks and mortar (Press, Washburn & Broden, 2001).
Need For Faculty and Staff Training
Distance education requires a high level of instructor and staff training (Connell, 1998). Staff and faculty need to be trained in the use of technology (Hall, P., 1996). Faculty also need formal training in curriculum design and development, and in the development of techniques that promote learning for distant students.
Development of Educational Materials
There is a need to develop world-class educational materials (Emmert, 1997). Learning materials must be constructed that anticipate the learning problems of the isolated student and provide a wide range of activities that will support learning (Hall, P., 1996). Pedagogical adjustments are required, particularly in the areas of class participation and course-related activities.
Inaccessible Libraries
Most academic and corporate libraries provide remote access to materials, including journals, newspapers, magazines, and reference books. To serve distance learners, institutions will have to digitize local materials, such as course-related print sources. In addition, students need to have access to books and other print sources for research; a recurrent difficulty with the distance learning institutes is providing access to libraries. Consequently, there is a need to convert existing physical collections into digital form (Lynch, 2000).
Faculty Compensation Issues
There are significant and substantial challenges to faculty compensation practices and existing norms of faculty development, including issues of promotion and tenure, release time, course load, course updating, publishing, faculty mentoring, and consistency across departments (U.S. Department of Education, 1999).
Inadequate Infrastructure and Technical Support
In many institutions there is limited technological infrastructure to support distance education (U.S. Department of Education, 1997). Communication systems can be unreliable (Hall, J., 1995) and equipment failures numerous. In addition, ongoing technical support for students and faculty is lacking or insufficient at many institutions.
Technology Limitations
Vagaries of the Internet, such as dropped connections, network congestion, and software incompatibilities, are an issue. In addition, current bandwidth in most homes is limited to 56K; therefore, interactive video may be too choppy and distorted for student use. Performance limitations of the Internet inhibit the full use of rich multimedia content and communications.
Equity of Access For Students
Distance education requires that students have access to technology. The cost of equipment and access charges are issues for lower-income students.
Inadequate Reflection, Conversation and Intellectual Dialogue
Distance learning might be inadequate for deliberation and discourse among students, their instructors, and their peers. Distance education limits the extent to which students can reflectively browse in their subject matter with their peers and engage in exploratory discussion of their discipline (Curran, 1997). There is value in being at a university campus interacting socially and intellectually with fellow students and teachers (Plant, 1996).
Maintaining Sufficient Student Contact
A fundamental problem with distance education is how to maintain sufficient student contact, including timely assistance and adequate performance feedback (Hall, J., 1995). The Further Education Funding Council, in visits to 50 colleges during the year 2000, and in surveys of 1,400 distance learning students, found inadequate guidance and support, leading to " unacceptably low" achievement rates. The report stated that most colleges do not take the initiative to keep in contact with students (Tysome, 2001).
On the other hand, recent research also indicates that through email and chatrooms, faculty are establishing better contact with students than through a traditional classroom environment.
Possible Fraud in Authenticating Submissions
There is always the problem of authentication (Hall, P., 1996). How do we verify that persons sending assignments and tests are who they say they are? Distance education offers a unique venue for academic dishonesty and requires a software infrastructure to support authentication.
Legal Issues of Intellectual Property Rights
Traditionally, teachers have been considered the owners of lectures and course materials. The market potential of online education has led numerous schools to attempt to claim these rights, prompting protest from faculty organizations (Press, Washburn & Broden, 2001). In addition, syllabi or course outlines on the Web might be absorbed into the public domain and could be used and adapted by others (Gallick, 1998). Ownership of intellectual property is a source of debate.
Inadequate Financial Aid Policies
There are restrictions on financial aid availability for distance learners (Selingo, 1998). The "50% rule" prohibits the granting of federal aid to students who are not in a classroom seat at least 50% of their academic program. This class-time requirement has effectively barred online colleges from arranging federally backed financial aid for enrolled students.
When looking at distance education from a global perspective, translation remains an issue. In addition, because of differences in culture, the content of the educational materials, the values implicit in the materials, and the underlying assumptions about educational processes need to be reviewed and might need to be transformed (Hall, P., 1996).
Underdeveloped countries might not even have access to technology. In a keynote address concerning global distance education to officials from 30 nations, Jacques Hallak, assistant director general for education of UNESCO, states, "There are political concerns about sovereignty and control, important differences in education policy and regulatory environments and in the ways education institutions are chartered and governed, as well as the realities of language, culture, and geographic perspective" (Young, 2000, September 29, p. A46).
It is a dynamic time for post-secondary education institutions facing the opportunities and challenges brought by technological innovation. There is no question that the use of technology has advantages and disadvantages for both users and providers of distance education.
THE PLAYERS IN DISTANCE EDUCATION
Distance education in the United States is offered by individual institutions as well as a range of new, some may say "unconventional" providers of education. According to the U.S. Department of Education (1999), other providers include:
Consortia or collaboratives that represent cooperative pooling and sharing arrangements among institutions (typically, traditional colleges and universities). In these arrangements, multiple institutions join together to provide distance education on a statewide or regional basis. The authority to award degrees and credits, however, remains with each member institution and does not shift to the consortium…. Contracted or brokered arrangements that are configurations of institutions, faculty, or other providers brought together solely for the purpose of delivering distance education. In contrast to consortia or collaboratives, the authority to award degrees and credits rests with the contracting or organizing entity, not with the originating institution….
Virtual universities, or institutions that offer most or all of their instruction via technological means and are distinguished by their nearly exclusive use of technology as the educational delivery device. (p. 6)
A sampling of the various types of players in distance education in higher education follows.
Many states have active distance education programs. For example, the Education Network of Maine is an independent arm of the Maine university system. Colorado established the Colorado Electronic Community College as the state's 12th community college ( The Chronicle of Higher Education, 1995, December 8, as cited in U.S. Department of Education, 1997). Among the other notable education systems are EdNet in Oregon, the Iowa Communications Network, the TeleLinking Network in Kentucky, and BadgerNet in Wisconsin (U.S. Department of Education, 1997).
California State University (CSU) is one of the leading practitioners in distance education (Primary Research Group, 1997). CSU is the largest system of state colleges in the country, with 23 campuses and 255,500 fulltime students. CSU embraces the digital revolution, including the virtual classroom and online applications. To finance educational technology, CSU is proposing the California Educational Technology Initiative—a 10-year, $4 billion revenue partnership with four private corporations: Microsoft Corporation, Hughes Electronics Corporation, GTE Corporation, and Fujitsu Ltd. (Gallick, 1998). This initiative will have a major impact on distance education at CSU.
Universities, such as Columbia, Cornell, Duke, NYU, Temple, Maryland, and Nebraska, have all established "for-profit" subsidiaries to market distance education programs. Many more schools are collaborating with commercial and nontraditional providers. For instance, Columbia Business School, the University of Chicago, Stanford University, Carnegie Mellon University, and the London School of Economics and Political Science have agreed to develop content for Cardean University, a virtual school for business education (a division of UNext) launched by Oracle CEO Lawrence Ellison and former junk-bond magnate Michael Milken (Terry, 2000).
Other states and institutions have joined together in cooperatives and consortia to support and offer distance education. The Committee on Institutional Cooperation is an example of such a cooperative. It consists of 12 large institutions including Pennsylvania State University, the University of Iowa, Ohio State University, the University of Minnesota, the University of Wisconsin, and the University of Illinois ( The Chronicle of Higher Education, 1995, December 8, as cited in U.S. Department of Education, 1997).
As more colleges consider collaborations as a way to move quickly into distance education, two notable models are Western Governors University and the Southern Regional Education Board's Electronic Campus. Both span huge geographic regions, but their approaches and records diverge (Carnevale, 2000, May 19, p. A53).
In the west, 13 members of the Western Governors Association created Western Governors University (WGU), a degree-granting virtual university (Ashworth, 1996). WGU has administrative headquarters in Salt Lake City, Utah, and academic headquarters in Colorado (Gallick, 1998). The university was founded in 1997 and began enrolling students in September, 1998. This virtual university has no campus and relies on computers and other technology, such as interactive video, to deliver instruction (U.S. Department of Education, 1997). Students can gain knowledge in courses offered by 40 colleges and universities in 22 states and Guam. WGU brings together, under a single academic banner, courses created at a variety of member institutions, and awards degrees under its own name. WGU promises to revolutionize higher education by offering degrees—based on a new, competency-based testing system—that will compete with those offered by existing colleges.
On the other hand, WGU found, as have other players, that entering into the distance education environment can be arduous. "WGU…has failed to meet any of its enrollment targets, is running a deficit, and lacks accreditation" (Carnevale, 2000, May 19, p. A53). Today, WGU enrolls 200 degree-seeking students. When first conceived, WGU anticipated 500 degree-seeking students by the year 2000 (Carnevale, 2000, May 19; Carr, 2001). Utah's auditor general released an audit of WGU, criticizing it for low enrollment and poor performance in competing with other distance education programs (Carnevale, 2000, October 6). WGU also found that gaining accreditation is a slow process. After two years, in November, 2000, WGU was awarded candidate status in the accreditation process. WGU expects to gain accreditation after further evaluation, which typically takes an additional two to five years. In WGU's favor, other virtual universities, such as Jones International University and Regents College, have already gained accreditation. In addition, Regents, like WGU, also awards degrees through competency-based assessments (Carnevale, 2000, December 15).
The Southern Regional Electronic Campus is a consortium of 16 southern states. It is made up of more than 262 colleges and universities that enroll 20,000 students in distance education courses. The Electronic Campus lists more than 3,200 courses (it began with 40 in 1998), and 102 degree programs (Carnevale, 2000, May 19). The Electronic Campus is a loose collective that started out providing members little more than a common Web site to publicize online offerings. Students earn course credits and degrees from the individual participating institutions. The Electronic Campus has a policy of not setting strict rules for its member institutions. It is essentially a free-trade zone where states can develop their own online course material and then share it with other states. Its purpose is to share resources and help market the courses that its institutions create.
In contrast to WGU, the Southern Regional Electronic Campus "hasn't attempted to reshape academe or to compete with anyone, but rather, to give students easy access to online courses offered by participating colleges" (Carnevale, 2000, May 19, p. A53). Many new collaborations are being modeled after the Southern Regional Electronic Campus rather than WGU.
Officials of WGU announced in November, 1998, that they were establishing a distance education consortium with Britain's well-known Open University. The new organization, called the Governors Open University System, serves as a front end for the two universities, and students enrolled in either institution are able to take courses through the other (McCollum, 1998). In 1999, Britain's Open University opened a new sister institution in America—the United States Open University.
In higher education, the highest-profile virtual college is the University of Phoenix, which has a complete curriculum and a sophisticated delivery system (O'Leary, 2000). Started in 1989, the University of Phoenix is the largest private school in the U.S., enrolling more than 75,000 students; 13,800 students from 25 countries take online courses. In September, 1999, the Apollo Group, parent company of the University of Phoenix, raised $70 million from investors on Wall Street in a stock offering tied directly to the distance education unit. It is the first test of a public offering of stock in a distance learning institution. Table 1 lists a few virtual universities.
Table 1: A few virtual universities
Courses/Degrees
500 courses, Certificates, BS, MS, MBA, PhD
Cenquest
100 courses, Certificates, MS
7,000 courses through member institutions
Jones International U.
80 courses, Certificates, BA, MA, MBA
Kaplan College
500 courses, Certificates, AS, BS, JD
Unext
100 courses through Cardean University, MBA
Investors are pouring millions into Web education. So far the biggest player is Michael Milken, his brother Lowell, and Oracle's Larry Ellison. They own Knowledge Universe, a venture hatchery for education and training companies. The Washington Post Company is also knee-deep in edu-ventures, including the ownership of Kaplan College. Wall Street magnate Herbert Allen of Allen & Co. has earmarked $20 million to launch and sustain Global Education Network, a clearinghouse of courses from America's top colleges, including Brown, Wellesley, and Williams. (Svetcov, 2000). In 2000, billionaire Michael Saylor donated $100 million toward the creation of an online university that will offer an "Ivy League" level of education free of charge.
Technologies for an advanced Internet are now being actively studied for use in higher education by a three-way partnership that includes government, industry, and academia (Houweling, 2000). The "Internet2" project focuses on new technologies and applications and on the convergence, or the unified delivery of services such as text, voice, video, and data. Since it began in October, 1996, the Internet2 project has grown to include over 150 universities, more than 50 companies, and dozens of other organizations focused on advanced networking (Houweling, 2000).
As distance learning becomes a serious alternative to the standard classroom environment, enormous opportunities and dilemmas present themselves for the players in distance education. Software developers, telecommunications companies, hardware makers, publishers, Internet and Web service providers, and many other technology- and education-based services are developing systems for this emerging market that capitalize on the special capabilities of different technologies.
The ever-accelerating growth in information technology and the proliferation of distance education are exciting developments in higher education that could bring about some of the most profound changes to the ways we teach and learn. They provide extraordinary opportunities to transform the when, where, and how of what we teach (Matthews, 1999). Taking a class and ultimately receiving a college degree are being added to the list of stay-at-home electronic activities.
Educators have the opportunity to define, design, and manage effective and robust teaching and learning systems, programs, and courses. It is no longer a question of whether or not the new higher education will develop, but how fast it will occur (Connick, 1997). Adopting new approaches to education is not an option—it is imperative. No generation will have the opportunity that we have to put a mark on the look of education in the future. Technology has penetrated all aspects of education and will change it dramatically.
American Council on Education Center for Adult Learning and Educational Credentials. (1996). Guiding Principles for Distance Learning in a Learning Society. Washington, D.C.: ACE Central Services.
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Home » Professional » Housekeeping » Gujarat – A growing market for cleaning business
Gujarat – A growing market for cleaning business
Posted by: Clean India Journal - Editor April 16, 2013	in Housekeeping, Professional
Most of the units in Gujarat range between 500sqm and 50,000sqm in any given industrial area. Given a minimum area of 1000sqm of a production unit engaged in chemicals, Baladhandayutham of Roots Multiclean Ltd has recommended one sweeper, ride on scrubber drier, high pressure washer and industrial vacuum cleaner for maintenance of the different areas in the premises.
On an average, if 80 of the pharma companies investing in Gujarat this year set up one unit each, the minimum machines required to clean 1000sqm per unit would be to the tune of 320 machines. Hence, the total consumption of cleaning equipment in the chemical sector to clean 1000sqm area, based on the available statistics would be
Automobile & Auto ancilliary
With more than 500 auto component manufacturers, with a net turnover of around र 1,500 crore (`15 billion), auto component makers will see a 20-30% growth in business with more companies coming to Gujarat.
The government also plans to set up an auto ancillary park for Sanand district and a precision engineering park in Dahej. A Special Economic Zone for auto parts is also likely to be set up in Kutch.
Tata Motors setting up shop in Sanand, was a turning point for Gujarat auto industry. Ceat Tyres was the next to follow with a manufacturing plant investing र 700 crore (`7 billion). Ceat manufactures over 10-million tyres per year and has a major market share in the light truck and truck tyre market.
Ford India will set up its manufacturing unit right next to Tata Motors' Nano factory at Sanand. Ford had sought 550 acres from the state government to set up a mother plant together with an ancillary park. This would be Ford's second plant in India. It already has a manufacturing unit in Maraimalai Nagar, Chennai, which has an annual capacity of 200,000 units.
Maruti along with vendors, could invest up to र 18,000 crore (`180 billion) in Gujarat as it looks to produce about two million units in the long run in the state.
Hyundai plans to build a diesel engine plant in Gujarat with an installed capacity of 150,000 units per annum with an investment of र 400 crore in the plant which will be operational by 2013-14. GM is planning to expand manufacturing unit by investing `500 crore. German ball bearing manufacturer Schaeffler has a unit in Vadodara in Gujarat.
Maruti Suzuki is coming up with र 4000 crore investment in Mehsana this year. The proposed Japanese cluster, spearheaded by JETRO, has already been given about 1,500 acres in the Becharji-Sanand belt where the new production facilities of Maruti Suzuki and Ford India are coming up. The state government is also believed to be keen to set up another auto cluster in this region.
Hero MotoCorp, which is also facing labour problems at its plant, has already signed an agreement for its fifth plant in Gujarat with a total capacity of 1.2 million units a year. The company plans to invest र 1,100 crore in the venture. Hero MotoCorp has already acquired 130 acres out of the 250 acres proposed for the plant. The land acquisition process, which was delayed due to the Assembly elections, is back on track and the company expects to complete the work on the factory ahead of the deadline. Other domestic companies establishing units in Gujarat include Hero MotorCorp, Bajaj Auto and Hindustan Aeronautics Ltd (HAL).
There are no comprehensive figures on the number of units in the auto and auto ancillary segments, however, any auto or ancillary unit would require the following cleaning equipment to clean 1000sqm area:
In the last few years, the cleaning business is making foray into newer markets in the Tier II and Tier III cities. These untapped market segments offer scope for businesses – small and big. Following the sample survey conducted at Vadodara on the needs of Industrial Cleaning, Mohana M attempts to study the growing industries and the corresponding growth in the cleaning equipment requirement. The brief report below enumerates the number of units in each of the growing industries of Gujarat and the newer units that are likely to come in the near future. The report also specifies the industry-wise…
automobile & Auto ancilliary Cleaning Business pharma & chemicals power textile	2013-04-16
Tagged with: automobile & Auto ancilliary Cleaning Business pharma & chemicals power textile
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Cleo Laine's daughter puts her troubled childhood behind her: 'Dad's death has finally mellowed my mum'
By Maureen Paton for MailOnline
Updated: 04:47 EDT, 26 August 2011
Performer: Jacqui Dankworth
Jacqui Dankworth admits that she often struggled to get on with her domineering mother, Dame Cleo Laine.
But she was extremely close to her father, jazz giant and film composer Sir John Dankworth, who wrote scores for everything from The Avengers to Tomorrow's World.
Now, 18 months after John died at the age of 82, Jacqui, 48, has just released an album she recorded with him.
Tragically, he did not live to hear the final result.
'I'm sad Dad never heard the completed album and I really regret not getting together with him earlier to work on it, but I had no idea he was so ill,' admits Jacqui.
On the sleeve of It Happens Quietly are precious family photos of a teenage Jacqui and her older brother Alec —a composer and bassist who plays on the new album —with their parents.
Theirs was a celebrity-filled childhood, joining John and Cleo on tour during the school holidays and having dinner with the likes of Frank Sinatra.
But with their parents often away performing round the world, the children were looked after by fleets of childcarers and later sent to boarding school.
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In one alarming episode, two Spanish nannies took off with four-year old Jacqui and seven-year old Alec on an unscheduled extended holiday in Spain for three weeks, leaving Cleo fearing kidnap until the police tracked them down.
Family ties: Cleo Laine and Johnny Dankworth in 1975
Such a peripatetic lifestyle left its psychological mark on Jacqui.
'I used to dream of having a mum and dad like you have in the storybooks, to tuck you up every night,' she says.
'Although being looked after by nannies meant we learned to be independent, it was also hard to trust at a deep level because you think everyone is going to leave you eventually.
'And that can affect relationships,' says Jacqui. 'I've had a history of not picking my partners terribly well, because I always felt for the underdog and I'm a rescuer by nature. That could be problematic when it came to men.'
In love: Johnny Dankworth and Cleo Laine
When she was 18, she fell out with her parents over the age gap with an older boyfriend of 27.
And in her 20s, she spent two years in therapy after a difficult affair with a fellow musician: 'I've never talked to my mum about this because she would simply have said: "Pull your socks up!" Their generation didn't believe in therapy.'
Dad had a wicked sense of humour, and in the last 15 years of his life I got very close to him. We were quietly close
It can't have been easy for the unassuming Jacqui — who began as an actress with the Royal Shakespeare Company — to live in the shadow of the First Lady of British jazz with her four-octave range.
Now the consummate crossover artist with an astonishingly versatile voice, Jacqui — who has done four solo albums, and has just dueted with Cleo at the Glasgow Jazz Festival and will be performing again at the London one in November — says: 'It was my rebellion not to become a singer at first, but then I started getting concert offers after singing in the Sondheim musical Into The Woods in 1994.
'We have very different styles, voices and approaches to life,' she says of Cleo's voice and her attitude. 'You can't compete with my mum; you won't win. So I've given up that one,' she concludes with a laugh.
Like mother, like daughter: Cleo Laine still performs, pictured at From Bards To Blues' at the 2007 BBC Proms Season
Tellingly, Cleo once described Jacqui as, 'a sensitive child who always cared for the underdog. I call her Florence Nightingale. We were friends, but she rarely confided in me. I felt she was closer to John. Girls and their mothers always have this little bit of friction.'
When I remind Jacqui of this quote, she nods in agreement.
'Dad had a wicked sense of humour, and in the last 15 years of his life I got very close to him. We were quietly close — hence the album title — because Dad and I never needed to say much to each other. Whereas my mum and I have had to work a lot harder to communicate.'
Yet John's death has brought mother and daughter closer together.
Singer: Jacqui Dankworth has released four solo albums
'My mother always was a formidable and powerful woman — she doesn't suffer fools — but she's shown more vulnerability since Dad died,' says Jacqui.
Having suffered from liver problems since the age of 20, despite not being a drinker ('It was some genetic fault, which he refused to get checked out because I think he was a bit scared of doctors,' says Jacqui), John did not let it stop his relentless drive and was still composing two weeks before the end.
His death made Jacqui realise she had to seize the day, and eight months later she married Charlie Wood, a 43-year-old blues keyboardist and vocalist.
Seize the day: When Jacqui's father Johnny Dankworth died it made her reconsider her life, pictured with his wife Cleo Laine
'Losing someone you love opens your heart,' she explains. 'You realise what your priorities in life are and how fragile we are. You have got to live your passion because life is over so quickly.'
And even straight-talking Cleo approves of Charlie. 'She puts him through his paces from time to time, but she likes this one,' giggles Jacqui.
It's clear that Jacqui is happy to wear her heart on her sleeve, unlike Cleo, who had to develop a tough outer shell as a pioneering female singer in what was very much a man's world.
Though she has never had children —'I have seen the toll that my parents' absences took on family life' —Jacqui now finds the mother-and-daughter roles are reversing in a subtle shift of the Dankworth family dynamic.
'I ring Mum every day and I do worry about her,' admits Jackie, who lives not far away from Cleo. 'Mum is definitely the matriarch of the family still, but losing Dad is a big hurdle for her. So that's my rescuing side coming out again —I'm her Florence Nightingale.'
It Happens Quietly, released by Proper Records, is out now.


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