Study Technology/Barriers To Study/Key To Life

http://www.keytolife.org/index.htm

http://related.scientology.org/

http://www.rehabilitatenz.co.nz/pages/studytechnology.html
http://www.appliedscholastics.org/training/training.html

To meet the international demand for training on Study Technology, Applied Scholastics opened its residential campus at Spanish Lake, near St. Louis, Missouri, in 2003.

This 100-acre training center, just two miles from the confluence of the Mississippi and Missouri rivers, is the site of the first college of Study Technology and the international headquarters of Applied Scholastics.

Teachers and administrators from public and private schools, tutors, corporate business trainers and educational consultants come to Spanish Lake from around the world for training.

Both residential and daytime professional training are available, with many courses earning postgraduate credits.

Study Technology

Study Technology is not a set of study “tricks” or a system such as speed-reading. Rather, it is a rich subject that can be integrated into any educational setting. It draws upon an extensive body of writings by L. Ron Hubbard on his research findings and the education tools he developed. This work is relevant for anyone interested in knowledge and learning.

Study Technology empowers students with learning skills they need to become self-motivated, independent learners—skills they will use throughout their lives.

Wherever Study Technology is implemented, students change dramatically, both in their interest in learning and speed of study. The results regularly astonish teachers, administrators and officials alike. Typically, when delivering Study Technology and achieving its results, educators also revive their original purpose to help others learn.

Applied Scholastics Training Programs

Applied Scholastics training doesn’t just provide an understanding of the theory of Study Technology. One leaves with a complete mastery of the application of techniques that enable students to become more accountable, self-directed and self-advocating.

All training includes practical drills and the opportunity to work with the tools of Study Technology, so that one becomes comfortable and certain in teaching or tutoring with them. Here is a selection of the kinds of training available:

1. Three-Day Applied Scholastics Educator Institutes—These interactive sessions present the exact reasons why a student is slow or cannot comprehend and the remedies for them. They are interactive sessions concentrating on implementation of Study Technology in the classroom.

2. Training for New Educators—This prepares the person about to enter the education field for teaching with the challenges of today’s classrooms. It equips one with effective tools and interactive learning strategies, and includes instruction on Study Technology, communication skills and classroom management. Postgraduate credit available.

3. Experienced Educator Courses—These enhance teaching skills while providing in-depth learning strategies. Built on a foundation of Study Technology, these courses enable the educator to empower students and develop positive learning attitudes. Postgraduate credit available.

4. Training for Tutors and Corporate Trainers—This includes all the basics of Study Technology as it applies to the corporate realm as well as to working one-on-one in tutoring or supervising individual students.

5. Workshops and Conventions—Workshops are scheduled throughout the year on specific aspects of Study Technology. Conventions at Spanish Lake bring alumni and Applied Scholastics program managers together.

After training at Spanish Lake professional educators return to their countries and schools with commanding tools, interactive learning strategies and teaching techniques with which to create and provide a learning environment where students of any age and culture will flourish.

For further information or to enroll, click here. >>

Travel and Accommodations, click here. >>

http://www.dba-oracle.com/t_increased_earnings_income_bachelors_masters_doctorate.htm

Increased earning income from bachelors, masters and doctoral (PhD) degrees

Education Tips by Burleson Consulting

If you are interested in the value of education, make sure to see my related  notes on the costs of professional school and the increasing numbers of millionaires in the USA.

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What college worth?

With the costs of college increasing rapidly many students question the increased lifetime income from pursuing a masters or doctoral degree.  Here is a survey of article that discuss the improved earning power from masters and PhD degrees.

Masters, Doctorate and Professional earn millions more

In this US Government article titled "Lifetime Earnings Soar with Education: Masters degree worth $2.5 million income over a lifetime" we see that advanced masters and professional degrees are a great investment, and those who pursue post Bachelors degrees can earn millions of dollars more than those with a BA or BS degree:

• High School Diploma - High school graduates can expect, on average, to earn $1.2 million in lifetime income.
   
• Bachelors degree - Those with a bachelor's degree, $2.1 million over a lifetime:
   
  • High School to Bachelors - That average value of a 4-year degree is increased earnings income of $900,000, almost a million dollars.

• Masters degree - People with a master's degree earn $2.5 million:
   
  • High School to Masters - Going from High school to a masters degree is worth $1.3 million dollars.
     
  • Bachelors to Masters degree - A Masters is worth $400,000 in additional lifetime income.
     
• Doctoral degree - Persons with doctoral degrees earn an average of $3.4 million during their working life:
   
  • High school to Doctoral - Doctorate earn a whopping  $2.2 million dollars more than a High School graduate.
     
  • Bachelors to Doctorate - Doctoral degrees earn $1.3 million dollars more than a Bachelors degree.
     
  • Masters to Doctorate - Doctors earn $900 thousand more than a Masters degree holder.

• Professional degree - Those with MD or JD professional degrees (medicine, law) do best with an average of $4.4 million dollars in lifetime earnings:
   
  • High school to Professional - Professionals can expect to earn  $3.2 million dollars more than a High School graduate.
     
  • Bachelors to Professional - Professional doctoral degree holders (MD, JD) earn $2.3 million dollars more than those with a Bachelors degree.
     
  • Masters to Professional - Professional degree holders earn $1.9 million dollars more than a an average Masters degree holder.

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The effect of college major on lifetime earnings income

Everyone who has been to college knows that if you cannot succeed at pre-med or engineering, students fall-back into Business Administration or Nursing.  If they fail in Business or nursing they pursue liberal arts or social science  (i.e. Psychology, Economics), and if they fail all else, students graduate with degree in Education or Art History.  But what is the lifetime effect of college major on lifetime income?
This US government article notes that Engineers earn the most while Educations majors earn the least:

"Those working full time in engineering earned the highest average monthly pay ($4,680), while those with education degrees earned the lowest ($2,802) in 1996."

This MSN study notes that those who complete professional degrees can expect to earn more than a million dollars over those without a college degree. 

• Education and Social Science lag behind in earnings - Those with Education degrees earn $200 thousand dollars less than the average for bachelors degree.  Social science majors earn $98k less than average, and nearly $400 less than computer scientists and engineers.

Bachelor's degree         Lifetime gains are huge         Average $308,588   Liberal arts $243,883 Business $349,028   Social science $210,080 Computers $443,180   Science $283,286 Engineering $497,930   Education $108,461 A Masters degree dramatically increases lifetime earnings, with MS in Engineering and MBA degrees having the highest payback:   Master's degree         A mixed result         Average $180,010   Social science Less than 0 Business $375,780   Science $136,873 Engineering $362,092   Education $106,388 Liberal arts Less than 0       The big payoff are for professional degrees. Professional degree   Big-time payoff   Average $716,927 Law $748,865 Medicine $977,601

In sum, the amount of education is highly correlated with higher lifetime income, but the choice of degree type and college major also has a profound difference in lifetime income. 
 

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Comparing Apples to Apples with Net Present Value

Obviously, the above lifetime earnings figures are enticing, and we are in awe that going from high school to becoming an attorney is worth 3.2 million dollars in increased lifetime earnings.  When kiddies see the lifetime value of a a college degree expressed in millions of dollars they say "Let's do it", but the "real value today" of a payout over 40 years is much, much lower.  Let's take a closer look at computing the net present value (NPV) to see the "real" costs and benefits of college.
In order to judge the "real" values of a college degree we must compare cost vs. benefits, at the same time, at the same date.  These are "lifetime" earnings, an amount spread-out over 40 years.  Plus, we have to consider the "time value" of money, and discount a future payout according to the opportunity cost of alternative investments.  We will need to find the algorithm for computing the net present value, factoring-in discounted cash flows to get the net present value for both, today's cost of college vs. today's net value of the lifetime earnings.
Hey, let's just use a web-based annuity calculator for NVP and FV.
Our apples-to-apples time point will be at graduation time, after we have spent the money for college and we are looking at the lifetime earnings.  Here are the equations and variables:
Future value of college costs
Here we add to get today's value of all the money you spent on college over the years.  For the costs, we must consider the "future" value of our investment, at the "opportunity cost".  This includes tuition, housing, cell phone and books.  The formula for the future value of money is FV=P(1+i)ⁿ.
The net present value is expressed with this equation:

PVD=

FVD─────(1+i)n

PVD = Present Value of a Dollar FVD = Future Value of a Dollar i = interest rate per time period n = number of time periods

Let's start with the NPV for the leap from High School to Bachelors degree.  Total costs for a typical 4 year degree at a cheap state university might cost about $2k per month.  Here are rough per-month cost of college:

• Tuition is 8 semesters at $4k each, $8k/year     =  $666/mo
• 48 months rent at $400/mo                        =  $400/mo
• 8 semesters of books at $600 each is $1.2k/year  =  $100/mo
• Food, cell phone, beer at $500/mo                =  $500/mo
• Airplane tickets to/from school is $1.2k/year    =  $400/mo

                                                      ~=  2,000/mo
Over the 48 months of a 4-year Bachelors degree we have a total of $99,168.  For simplicity, let's just call it $100k even.
Using the equation with a opportunity cost of 1% per month, today's (Graduation Day) net present value of this Bachelors degree costs $126,000.
Now, the BA or BS graduate can expect to earn $900k more cash over their 40 years of work.  This is only $1,875 extra per month.  Let's see what this expected $900k in future earnings is worth on graduation day.
Net present value of increased earnings
For lifetime earnings, we must consider the present value of a $900k annuity ($1,875 per month), spread out over 480 months at an opportunity cost of 1% per month: 

FV=P(1+i)n

FV = Future Value of a Dollar P = Principal i = interest rate per year n = number of years

Let's use a web-base net present value calculator.
On a yearly basis, we have 40 yearly payments of $22,500 at, say 10% interest.
We would have to invest $383k today to get an annuity totaling $900k in monthly payments of $1,875 each month for the next 480 months.
Hence, the "real" average value of a Bachelors degree is $257k:

• NPV cost of college         $126k
• NPV increased earnings   $383k

So, is a 4-year college degree worth the investment?  Ceteris Parabus, yes.  It's worth about $257k, or about a quarter-million dollars.  (subtract about $60k if you want to factor-in the lost wages from the student working 4 years at $20k/year with 10% interest).
On average, getting a bachelors degree is just like paying $126k for the right to claim extra earnings with an NPV of $383.

http://cashmoneylife.com/mba-options-part-6-return-on-investment/

Determine Return on Investment (ROI) of an MBA Program

by Ryan Guina

If you read Part 5 of this series, you have an idea of how much an MBA program can cost. Now, we should examine if an MBA is worth the cost by determining what kind of return on investment (ROI) will you get for your troubles.To determine your ROI, we need to examine a few things:

• Cost of MBA program: Once you have decided on which program you wish to attend, you will know roughly how much it will cost.
• Opportunity cost: This is the forgone salary while you attend your MBA program.
• Post MBA salary: Of course, this is an unknown for you, but thankfully most MBA programs keep track of this information for past students. You may be able to make a reasonable estimate.

Example MBA ROI:

As an example, let us assume you currently earn $50,000 per year, and the MBA program you have been accepted to costs $20,000 per year. Assuming this is a 2 year course, you will spend $40,000 on tuition, and give up $100,000 in forgone salary. However, the total cost of your program is not just $40,000, it is really $140,000 because you missed out on your salary for two years*.
Next you take your post-MBA salary and determine how long it will take to make up that $140,000 difference. Let us assume your post MBA salary is $85,000. For easier math, we will say your MBA is directly responsible for adding the $35,000 to your annual salary. With the additional salary of $35,000 per year, you will earn back that $140,000 in 4 years. Although it will take you 4 years to earn back the cost of tuition and lost salary, everything you earn after that is “profit.” This is where your return on investment comes in. To determine you ROI, pick a time period and plug in the numbers.
*For this example, we will assume the salaries will remain constant. Raises and promotions are wild cards and lead to more difficult math.

Example 5 year MBA ROI:

Again, assuming no raises, we can determine a 5 year ROI of $35,000. This is determined by taking your post-MBA salary, subtracting your pre-MBA salary, and subtracting the total cost of the MBA (tuition and forgone salary).
Salary (5 * $85,000 = $425,000) – (5 * $50,000= $250,000) = $175,000
Total cost of MBA (tuition and forgone salary) = $140,000
Total ROI = Salary – Total cost of MBA = ($175,000 – $140,000) = $35,000.
For 10 years, we get $850,000 – $500,000 – $140,000 = $210,000.

This is only a rough way to determine your ROI because it does not take into account raises or promotions. For a more complete way to calculate ROI for an MBA program, check out Forbes online MBA calculator.

Which MBA Programs have the best ROI?

Many MBA ranking systems, such as BusinessWeek or US News, include details including pre and post MBA salary, cost of tuition, fees, and expenses, average time to pay off student debt, and other information that will help you determine how much it will cost, how much you might earn upon graduation, and how long it may take to pay it off. Keep in mind, these numbers are only averages.
Sometimes the best ROI is not where you think it might be.The Graduate Management Admission Council (GMAC) published this document, Examining the Value Added by Graduate Management Education, which mentioned the ROI for a top 10 school is dramatically lower than other schools. It is interesting to examine where the best deals for an MBA can be found.

Is an MBA worth the investment?

In many cases, getting an MBA is definitely worth it. Is is worth it for your situation? Only you can answer this. In my opinion, a decision as big as this requires more than just an examination of dollars and cents. How badly do you want an MBA? Is an MBA necessary for your chosen career path? Can you afford to take time away from work? Sometimes the raw numbers don’t give you the best answer for you. After all, the best investment you can ever make is in yourself.
ROI is just one thing to consider when deciding on an MBA program. Stay tuned for the next article in this series, Other Deciding Factors for Choosing Your Program.

You are here: Home » Models of Civilian Oversight in the United States: Similarities, Differences, Expectations and Resources Models of Civilian Oversight in the United States: Similarities, Differences, Expectations and Resources Quinn, Sue Sue Quinn, (NACOLE Board President / Member, 1997-2007), San Diego, CA This overview of civilian oversight describes various oversight models. Its objectives are the following: To describe the different models of civilian oversight found in the U.S., and how each functions to improve policing and increase trust between communities and law enforcement agencies; To outline some strengths and weaknesses of each model; To identify predictable challenges to oversight in its early years in a community; To describe where/how to start to initiate oversight in a community; To describe the use of public documents to provide community education; To identify three critical problems in the oversight process and how to avoid them; To identify resources available to oversight practitioners. Civilian Oversight Models in the United States: Similarities, Differences and Expectations Investigating allegations of police abuse of power is necessary duty in a democracy, a difficult task that requires detailed work inside and outside of law enforcement agencies. “The control [of such abuses]. . . presents a dilemma. If the monitoring influence comes from outside the police, it tends to rouse the opposition of police managers as well as the rank and file; without some cooperation from within, then, it is nearly impossible for the outsiders to investigate, and any policy recommendations they make are liable to be ignored. On the other hand, if the control is exclusively internal, it tends to become socialized to existing mores in the department and to be ineffective. . . . Real accountability will have to combine internal and external controls.” Edge of the Knife, Paul Chevigny, p 267 Civilian Oversight has three principle models. Each can be linked to a component of Chevigny’s ideal policeaccountability model. Each oversight model has strengths and weaknesses. Any model can be effective as long as the community maintains the political will to make the model effective. This requires adequate funding, patience, and painstaking,detailed work by citizens whether or not a community is in a crisis. Oversight will fail, if the community fails to maintain the political will to maintain it after a crisis passes. This requires hard, unglamorous, and often boring attention to detail. The common oversight models in the U.S. are the independent, investigative model; independent investigations can be conducted by individual investigators or by appointed Boards/Commissions. the monitoring model; monitoring models can be conducted by individual monitors or by appointed Board/ Commission. the outside auditor/ ombudsman model, with the auditor/ombudsman having power to compel evidence from the law enforcement agency; outside auditors/ombudsman models are generally performed by individuals, not Boards/Commissions.Each model derives its authority and powers from the implementing law(s), ordinance(s), and/or charter of its jurisdiction (typically its city or county). These powers may be further defined by case law in a jurisdiction; case law is created when the courts are asked to made determinations based on conflicting interpretations of the models power and authority. Examples of issues that may be determined by case law in a jurisdiction: Whether a jurisdiction has subpoena powers; whether it conducts open or closed hearings; whether it issues reports that identify subject officers or not. Since the 1990s, some jurisdictions have begun implementing multiple models such as a jurisdiction using an Independent Auditor and a Board or Commission that monitors the work of the Independent Auditor. As of this revision, examples of multiple model jurisdictions include but are not limited to Los Angeles County CA; Denver Colo; Phoenix, AZ; and Seattle, WA. In addition, hybrid models emerge, such as a model that monitors internal affairs investigations and may have the power to investigate in certain circumstances. < p>Diluted models also emerge, such as an inadequately funded investigative model; a monitoring model whose training is dictated by the department it oversees, or an auditor without the power to compel evidence from the subject department. Three Models of Civilian Oversight Commonly Found in the U.S. Investigative Model Monitoring Model uditor/Ombudsman Model with the power to compel evidence Description An individual or a Board/Commission is authorized to investigate complaints; make findings; &, in some cases, based on the findings make recommendations to the law enforcement administration regarding discipline and/or policy.Fully funded Boards/Commissions have adequate staff to assist them in the conduct of investigations.Inadequately funded investigative models dependent on volunteers’ labor will have grave difficulty conducting adequate investigations. An individual or a Board / Commission is authorized to review Internal Affairs investigations of complaints; find them adequate or not; and state whether it agrees or disagrees with the IA findings. It may recommend further investigation; it may make policy recommendations.Fully funded Boards/Commissions have adequate staff to assist them in the monitoring of investigations. An individual reviews complaints and Internal Affairs investigations. The monitor may also have the authority to conduct investigations not generated by complaints, such as a death that occurs in connection with a peace officer’s actions.If an IA investigation is deficient, the auditor may ask for further investigation or may be authorized to conduct an independent investigation.Fully funded Auditor/Ombuds have adequate trained staff to assist them in their duties. Function Produce an Independent Investigation; make findings & recommendation; give citizen, the public and department information.Provide firm, fair, consistent external investigations in order to help law enforcement agency better provide firm, fair, consistent law enforcement services, and better management. Identify adequate vs inadequate Internal Affairs investigations; direct department to take corrective action. Improve quality of IA Investigations.Provide firm, fair, consistent internal reviews of IA investigations in order to help law enforcement agency better provide firm, fair, consistent law enforcement services, and better management. Identify, monitor and in some cases investigate problems/ complaints; draw conclusions; make findings/recommendations; conduct audits.Provide firm, fair, consistent internal reviews and/ or external investigations in order to help law enforcement agency better provide firm, fair, consistent law enforcement services, and better management. Strengths Credibility of the citizens who conduct the investigationsModel can give complainants & community a greater sense of participation and a sense the decision is made outside the PDTo maintain its integrity, investigative model needs members/staff with sufficient knowledge, ability and training to conduct competent investigations. In addition, it needs ability to compel evidence (subpoena); funding sufficient to fully investigate; accessible, open public hearings; due process for officers. Credibility of the citizens who monitor the IAModel can produce findings faster than investigative model, and can provide more citizens’ input than auditor model.To maintain its integrity, monitoring model needs to have sufficient knowledge, ability and training to identify problems in Internal Affairs investigations. Credibility of the citizen auditorAn auditor can operate more flexibly and freely than a Board; may have a broader mission than monitoring/investigating complaints.Auditor must have the authority to compel evidence from the department, and adequate funding to carry out duties. Weaknesses Much time/labor required of volunteers.If members/ staff are inadequately skilled and/or trained, poor quality investigations result.Adversarial process. Much time/labor required of volunteers.If Internal Affairs process is inadequate, and Board is inadequately skilled and/or trained to examine, then Board may not recognize problems in Investigations.Because it works with the IA investigations, this model is more vulnerable to being co-opted, though all models can be. Depends on the skills, abilities and commitment of one person. Continuity of quality may become a problem.Public may want more than one person’s oversight. Examples: See Investigative Models as described on the Roster of US Oversight Agencies on the NACOLE.org website. See Monitoring Models as described on the Roster of US Oversight Agencies on the NACOLE.org website. See Auditor/Ombudsman Models as described on the Roster of US Oversight Agencies on the NACOLE.org website. Predictable Challenges to the Oversight Process in Its Early Years in a Community Regarding independent oversight models, Police Oversight expert, Paul Chevigny, teaches us in The Edge of the Knife: Police Oversight in the Americas: If the monitoring influence comes from outside the police, it tends to rouse the opposition of police managers as well as the rank and file; without some cooperation from within, then, it is nearly impossible for the outsiders to investigate, and any policy recommendations they make are liable to be ignored. Whatever model a jurisdiction selects, whether it is independent investigation or internal monitoring, whether it be a Board or Commission or an individual monitor / auditor / ombuds, expect the process to face opposition from police managers and their political base; and from rank and file officers and their employee organizations. Any models may be called “toothless,” if it does not have the power to impose discipline. Remember, in implementing oversight jurisdictions are imposing change on their law enforcement agencies and change is very difficult. Opposition would be unnecessary if a model were really “toothless.” Opposition may look like this: Inadequate funding or subsequent de-funding; Disparagement of the Auditor, Board Members or staff; Attempts to convince the public that police issues are so complicated only police officers or attorneys can Understand them; Suits from employee groups to stop it; Attempts to pack a Board with police supporters or let Boards dwindle so no quorum is possible; Pressure to close processes / information dissemination that can be open. From the community (including elected officials, media, and those who become Board Members and staff) expect: An oversight process that is quickly up and running at full speed; If oversight is the result of a vote, people believe that the “work” is over when the election is successful; Some Board, staff and political leadership to burnout when it doesn’t happen fast enough. Minimize the opposition and disappointment by educating all parties to expect the process will take time, and to expect it will face challenges. This does not mean it’s not working; it means it means the work is beginning. Remember: When establishing evaluation processes, be sure to examine if the kinds of incidents or conditions that led to establishing oversight are still occurring. This is critical information. Oversight is as good as a community’s sustained commitment to it, and citizens’ sustained, patient commitment to put in hours whether or not the police/community relations are in a crisis. Where/How to Start When police administrators and supervisors handle officers’ errors or misconduct appropriately, the community is generally satisfied. Typically, communities implement oversight when they believe law enforcement administrators have failed to adequately manage and supervise a department. Take the problems to the Subject Department and ask to be heard. Become curious about the department. Ask and learn. Learn your Public Records and Public Meeting Laws. Some records are withheld that could be released. They may be released if requested pursuant to the laws. Learn from other jurisdictions. Read the records and reports where oversight is already established; Read the oversight academics’ research and journal articles; Build your local oversight library of resources; help others in your community. Construct “institutional memory” of the problems that mobilized you: Begin and maintain a chronology of the kinds and numbers of incidents that have led the community to want oversight; Learn what your jurisdiction is paying in civil liability for police errors or misconduct; and learn how to link oversight to risk management; When the Subject Department makes progress, publicize it. Educate the community about the police, and the police about the community; Do specific outreach to those in your community most apt to have problems with the police; teach them how to behave in police interactions and how an officer is to behave; teach them how to make a complaint; teach them how to be a witness. Prioritize the problems in your jurisdiction; determine the energy and time limitations of the community members who will work on this. Build your strategies on this. Use of Public Documents and Open Processes in Oversight Whatever your model, you will prepare various public documents such as Agendas, Minutes, and Reports. Draft all public documents recognizing they can also be used to educate the community and subject department. Read other jurisdictions documents; you will be able to adapt a great deal to your process. Produce clear documents that are interesting, and contain significant information about oversight and law enforcement in your jurisdiction. The clearer, more “user friendly” your documents are, the more they will be read, and the readers will learn and understand the process. Examples: Annual Reports: Annual Report of the San Jose [Calif.] Independent Auditor; Semi-Annual Reports of Special Counsel to the Los Angeles Board of Supervisors Public Meeting Agendas and Minutes: San Diego County Citizens’ Law Enforcement Review Board Three Critical Mistakes to Avoid in Order to Maintain Credibility “The credibility of oversight depends on people conducting oversight being carefully informed. The formula to correct resistance to oversight is utter competence. Your work will create your credibility.” Merrick Bobb, NACOLE 1999 Conference The 3 critical mistakes every model of oversight must strive to avoid are Failure to be adequately prepared and informed as to the relevant case details and governing policies and laws; Over-identification with the community / complainant; Over-identification with the police. Credible oversight comes from the center of this continuum Over Identification with Community Not Identified with Community or Police; Respect toward Both; Constructive Tension. Over Identification with Police Disrespectful, overheated rhetoric in discussions whith police.Assume police are wrongFauilure to learn the details sufficiently and know the legal issues clearly. Assume police dis what they are accused of. Fair, firm, consistent dialogue over clearly defined issues. Respectful whitout assuming subordinate role Unblinking attention to the issuesWe model -for police and community- the behavioral changes we seek.Assume that either version may be true, Exaggerated, falsified or merely mistaken; We can’t know until we examine the evidence. Too cozy with police; Assume police are right. Assume military models apply to policing (“It’s war;” “Enemies”)Assume complainants have ulterior motives. Assume police “could not have” done what they’re accused of. To Avoid Over Identification with Community To Maintain the Middle Ground To Avoid Over Identification w Police Recognize & address your biases.Do Ride-a-longs; Attend Academy Classes;Ask Questions; Read Policies. Obtain the varieties of training described in the middle column From Mr. Bobb’s comments at the 1999 NACOLE Conference:Obtain training from prosecutors; city/county attorneys; police unions, civil liberties experts and plaintiffs’ attorneys. Learn how they analyze liability cases.Obtain training from force experts; ask doctors & nurses how they evaluate injuries. Ask judges for training in how they evaluated uncorroborated conflicting testimony. Learn the discipline system your law enforcement agency uses and how to apply it. Look for patterns. If you have trouble making a decision, write out the reasons you cannot decide. Do not hesitate to question policies. Recognize and address your biases.Obtain as much training OUTSIDE the Police Agency as you obtain within the agency;Obtain the varieties of training described in the middle column Internet Resources: The National Association for Civilian Oversight of Law Enforcement, (NACOLE) at NACOLE.org The sole U.S. Association of and for oversight professionals, NACOLE maintains NACOLE.org for oversight practitioners and for jurisdictions interested in fostering police oversight and public trust. NACOLE hosts an annual conference where oversight practitioners gather to identify best oversight practices. NACOLE also maintains a ListServe of news articles to allow oversight practitioners to keep up with oversight and policing issues throughout the country. http://nacole.org Police Assessment and Resource Center, (PARC) at PARC.info The internationally recognized PARC maintains an excellent and thorough collection of resources on police accountability, oversight and reform in the U. S. This web page can be found athttp://parc.info/publications.chtml PARC.info provides Issues Reports that are models of how to craft analyses of various issues oversight bodies must examine. The PARC Newsletter highlights informative interviews with Police Accountability experts and law enforcement leaders in the U.S. It also provides those documents that have defined police accountability issues over the past twenty years, including reports such as the Christopher Commission and Kolts Commission reports, and a history of civilian oversight in the U.S. Non-Internet Resources: American Bar Association, Justina Cintron Perino, Editor, 2006, Citizen Oversight of Law Enforcement. Chevigny, Paul, Edge of the Knife, Police Violence in the Americas, 1996. This book describes conditions from New York City to Los Angeles, and from the U.S. to Brazil. The concluding chapter outlines an oversight model that ideally incorporates internal and external oversight to provide safety and service to citizens and police. Walker, Samuel, The New World of Police Accountability, 2005. Walker, Samuel, Police Accountability: The Role of Citizen Oversight, 2001. 2009 Resources Standards and Practices Mediation Resources Newsletter Archives Oversight Resources Oversight Agencies Links to Oversight Agencies U.S. Links to Oversight Agencies Worldwide Community Resources

You are here: Home » Models of Civilian Oversight in the United States: Similarities, Differences, Expectations and Resources Models of Civilian Oversight in the United States: Similarities, Differences, Expectations and Resources Quinn, Sue Sue Quinn, (NACOLE Board President / Member, 1997-2007), San Diego, CA This overview of civilian oversight describes various oversight models. Its objectives are the following: To describe the different models of civilian oversight found in the U.S., and how each functions to improve policing and increase trust between communities and law enforcement agencies; To outline some strengths and weaknesses of each model; To identify predictable challenges to oversight in its early years in a community; To describe where/how to start to initiate oversight in a community; To describe the use of public documents to provide community education; To identify three critical problems in the oversight process and how to avoid them; To identify resources available to oversight practitioners. Civilian Oversight Models in the United States: Similarities, Differences and Expectations Investigating allegations of police abuse of power is necessary duty in a democracy, a difficult task that requires detailed work inside and outside of law enforcement agencies. “The control [of such abuses]. . . presents a dilemma. If the monitoring influence comes from outside the police, it tends to rouse the opposition of police managers as well as the rank and file; without some cooperation from within, then, it is nearly impossible for the outsiders to investigate, and any policy recommendations they make are liable to be ignored. On the other hand, if the control is exclusively internal, it tends to become socialized to existing mores in the department and to be ineffective. . . . Real accountability will have to combine internal and external controls.” Edge of the Knife, Paul Chevigny, p 267 Civilian Oversight has three principle models. Each can be linked to a component of Chevigny’s ideal policeaccountability model. Each oversight model has strengths and weaknesses. Any model can be effective as long as the community maintains the political will to make the model effective. This requires adequate funding, patience, and painstaking,detailed work by citizens whether or not a community is in a crisis. Oversight will fail, if the community fails to maintain the political will to maintain it after a crisis passes. This requires hard, unglamorous, and often boring attention to detail. The common oversight models in the U.S. are the independent, investigative model; independent investigations can be conducted by individual investigators or by appointed Boards/Commissions. the monitoring model; monitoring models can be conducted by individual monitors or by appointed Board/ Commission. the outside auditor/ ombudsman model, with the auditor/ombudsman having power to compel evidence from the law enforcement agency; outside auditors/ombudsman models are generally performed by individuals, not Boards/Commissions.Each model derives its authority and powers from the implementing law(s), ordinance(s), and/or charter of its jurisdiction (typically its city or county). These powers may be further defined by case law in a jurisdiction; case law is created when the courts are asked to made determinations based on conflicting interpretations of the models power and authority. Examples of issues that may be determined by case law in a jurisdiction: Whether a jurisdiction has subpoena powers; whether it conducts open or closed hearings; whether it issues reports that identify subject officers or not. Since the 1990s, some jurisdictions have begun implementing multiple models such as a jurisdiction using an Independent Auditor and a Board or Commission that monitors the work of the Independent Auditor. As of this revision, examples of multiple model jurisdictions include but are not limited to Los Angeles County CA; Denver Colo; Phoenix, AZ; and Seattle, WA. In addition, hybrid models emerge, such as a model that monitors internal affairs investigations and may have the power to investigate in certain circumstances. < p>Diluted models also emerge, such as an inadequately funded investigative model; a monitoring model whose training is dictated by the department it oversees, or an auditor without the power to compel evidence from the subject department. Three Models of Civilian Oversight Commonly Found in the U.S. Investigative Model Monitoring Model uditor/Ombudsman Model with the power to compel evidence Description An individual or a Board/Commission is authorized to investigate complaints; make findings; &, in some cases, based on the findings make recommendations to the law enforcement administration regarding discipline and/or policy.Fully funded Boards/Commissions have adequate staff to assist them in the conduct of investigations.Inadequately funded investigative models dependent on volunteers’ labor will have grave difficulty conducting adequate investigations. An individual or a Board / Commission is authorized to review Internal Affairs investigations of complaints; find them adequate or not; and state whether it agrees or disagrees with the IA findings. It may recommend further investigation; it may make policy recommendations.Fully funded Boards/Commissions have adequate staff to assist them in the monitoring of investigations. An individual reviews complaints and Internal Affairs investigations. The monitor may also have the authority to conduct investigations not generated by complaints, such as a death that occurs in connection with a peace officer’s actions.If an IA investigation is deficient, the auditor may ask for further investigation or may be authorized to conduct an independent investigation.Fully funded Auditor/Ombuds have adequate trained staff to assist them in their duties. Function Produce an Independent Investigation; make findings & recommendation; give citizen, the public and department information.Provide firm, fair, consistent external investigations in order to help law enforcement agency better provide firm, fair, consistent law enforcement services, and better management. Identify adequate vs inadequate Internal Affairs investigations; direct department to take corrective action. Improve quality of IA Investigations.Provide firm, fair, consistent internal reviews of IA investigations in order to help law enforcement agency better provide firm, fair, consistent law enforcement services, and better management. Identify, monitor and in some cases investigate problems/ complaints; draw conclusions; make findings/recommendations; conduct audits.Provide firm, fair, consistent internal reviews and/ or external investigations in order to help law enforcement agency better provide firm, fair, consistent law enforcement services, and better management. Strengths Credibility of the citizens who conduct the investigationsModel can give complainants & community a greater sense of participation and a sense the decision is made outside the PDTo maintain its integrity, investigative model needs members/staff with sufficient knowledge, ability and training to conduct competent investigations. In addition, it needs ability to compel evidence (subpoena); funding sufficient to fully investigate; accessible, open public hearings; due process for officers. Credibility of the citizens who monitor the IAModel can produce findings faster than investigative model, and can provide more citizens’ input than auditor model.To maintain its integrity, monitoring model needs to have sufficient knowledge, ability and training to identify problems in Internal Affairs investigations. Credibility of the citizen auditorAn auditor can operate more flexibly and freely than a Board; may have a broader mission than monitoring/investigating complaints.Auditor must have the authority to compel evidence from the department, and adequate funding to carry out duties. Weaknesses Much time/labor required of volunteers.If members/ staff are inadequately skilled and/or trained, poor quality investigations result.Adversarial process. Much time/labor required of volunteers.If Internal Affairs process is inadequate, and Board is inadequately skilled and/or trained to examine, then Board may not recognize problems in Investigations.Because it works with the IA investigations, this model is more vulnerable to being co-opted, though all models can be. Depends on the skills, abilities and commitment of one person. Continuity of quality may become a problem.Public may want more than one person’s oversight. Examples: See Investigative Models as described on the Roster of US Oversight Agencies on the NACOLE.org website. See Monitoring Models as described on the Roster of US Oversight Agencies on the NACOLE.org website. See Auditor/Ombudsman Models as described on the Roster of US Oversight Agencies on the NACOLE.org website. Predictable Challenges to the Oversight Process in Its Early Years in a Community Regarding independent oversight models, Police Oversight expert, Paul Chevigny, teaches us in The Edge of the Knife: Police Oversight in the Americas: If the monitoring influence comes from outside the police, it tends to rouse the opposition of police managers as well as the rank and file; without some cooperation from within, then, it is nearly impossible for the outsiders to investigate, and any policy recommendations they make are liable to be ignored. Whatever model a jurisdiction selects, whether it is independent investigation or internal monitoring, whether it be a Board or Commission or an individual monitor / auditor / ombuds, expect the process to face opposition from police managers and their political base; and from rank and file officers and their employee organizations. Any models may be called “toothless,” if it does not have the power to impose discipline. Remember, in implementing oversight jurisdictions are imposing change on their law enforcement agencies and change is very difficult. Opposition would be unnecessary if a model were really “toothless.” Opposition may look like this: Inadequate funding or subsequent de-funding; Disparagement of the Auditor, Board Members or staff; Attempts to convince the public that police issues are so complicated only police officers or attorneys can Understand them; Suits from employee groups to stop it; Attempts to pack a Board with police supporters or let Boards dwindle so no quorum is possible; Pressure to close processes / information dissemination that can be open. From the community (including elected officials, media, and those who become Board Members and staff) expect: An oversight process that is quickly up and running at full speed; If oversight is the result of a vote, people believe that the “work” is over when the election is successful; Some Board, staff and political leadership to burnout when it doesn’t happen fast enough. Minimize the opposition and disappointment by educating all parties to expect the process will take time, and to expect it will face challenges. This does not mean it’s not working; it means it means the work is beginning. Remember: When establishing evaluation processes, be sure to examine if the kinds of incidents or conditions that led to establishing oversight are still occurring. This is critical information. Oversight is as good as a community’s sustained commitment to it, and citizens’ sustained, patient commitment to put in hours whether or not the police/community relations are in a crisis. Where/How to Start When police administrators and supervisors handle officers’ errors or misconduct appropriately, the community is generally satisfied. Typically, communities implement oversight when they believe law enforcement administrators have failed to adequately manage and supervise a department. Take the problems to the Subject Department and ask to be heard. Become curious about the department. Ask and learn. Learn your Public Records and Public Meeting Laws. Some records are withheld that could be released. They may be released if requested pursuant to the laws. Learn from other jurisdictions. Read the records and reports where oversight is already established; Read the oversight academics’ research and journal articles; Build your local oversight library of resources; help others in your community. Construct “institutional memory” of the problems that mobilized you: Begin and maintain a chronology of the kinds and numbers of incidents that have led the community to want oversight; Learn what your jurisdiction is paying in civil liability for police errors or misconduct; and learn how to link oversight to risk management; When the Subject Department makes progress, publicize it. Educate the community about the police, and the police about the community; Do specific outreach to those in your community most apt to have problems with the police; teach them how to behave in police interactions and how an officer is to behave; teach them how to make a complaint; teach them how to be a witness. Prioritize the problems in your jurisdiction; determine the energy and time limitations of the community members who will work on this. Build your strategies on this. Use of Public Documents and Open Processes in Oversight Whatever your model, you will prepare various public documents such as Agendas, Minutes, and Reports. Draft all public documents recognizing they can also be used to educate the community and subject department. Read other jurisdictions documents; you will be able to adapt a great deal to your process. Produce clear documents that are interesting, and contain significant information about oversight and law enforcement in your jurisdiction. The clearer, more “user friendly” your documents are, the more they will be read, and the readers will learn and understand the process. Examples: Annual Reports: Annual Report of the San Jose [Calif.] Independent Auditor; Semi-Annual Reports of Special Counsel to the Los Angeles Board of Supervisors Public Meeting Agendas and Minutes: San Diego County Citizens’ Law Enforcement Review Board Three Critical Mistakes to Avoid in Order to Maintain Credibility “The credibility of oversight depends on people conducting oversight being carefully informed. The formula to correct resistance to oversight is utter competence. Your work will create your credibility.” Merrick Bobb, NACOLE 1999 Conference The 3 critical mistakes every model of oversight must strive to avoid are Failure to be adequately prepared and informed as to the relevant case details and governing policies and laws; Over-identification with the community / complainant; Over-identification with the police. Credible oversight comes from the center of this continuum Over Identification with Community Not Identified with Community or Police; Respect toward Both; Constructive Tension. Over Identification with Police Disrespectful, overheated rhetoric in discussions whith police.Assume police are wrongFauilure to learn the details sufficiently and know the legal issues clearly. Assume police dis what they are accused of. Fair, firm, consistent dialogue over clearly defined issues. Respectful whitout assuming subordinate role Unblinking attention to the issuesWe model -for police and community- the behavioral changes we seek.Assume that either version may be true, Exaggerated, falsified or merely mistaken; We can’t know until we examine the evidence. Too cozy with police; Assume police are right. Assume military models apply to policing (“It’s war;” “Enemies”)Assume complainants have ulterior motives. Assume police “could not have” done what they’re accused of. To Avoid Over Identification with Community To Maintain the Middle Ground To Avoid Over Identification w Police Recognize & address your biases.Do Ride-a-longs; Attend Academy Classes;Ask Questions; Read Policies. Obtain the varieties of training described in the middle column From Mr. Bobb’s comments at the 1999 NACOLE Conference:Obtain training from prosecutors; city/county attorneys; police unions, civil liberties experts and plaintiffs’ attorneys. Learn how they analyze liability cases.Obtain training from force experts; ask doctors & nurses how they evaluate injuries. Ask judges for training in how they evaluated uncorroborated conflicting testimony. Learn the discipline system your law enforcement agency uses and how to apply it. Look for patterns. If you have trouble making a decision, write out the reasons you cannot decide. Do not hesitate to question policies. Recognize and address your biases.Obtain as much training OUTSIDE the Police Agency as you obtain within the agency;Obtain the varieties of training described in the middle column Internet Resources: The National Association for Civilian Oversight of Law Enforcement, (NACOLE) at NACOLE.org The sole U.S. Association of and for oversight professionals, NACOLE maintains NACOLE.org for oversight practitioners and for jurisdictions interested in fostering police oversight and public trust. NACOLE hosts an annual conference where oversight practitioners gather to identify best oversight practices. NACOLE also maintains a ListServe of news articles to allow oversight practitioners to keep up with oversight and policing issues throughout the country. http://nacole.org Police Assessment and Resource Center, (PARC) at PARC.info The internationally recognized PARC maintains an excellent and thorough collection of resources on police accountability, oversight and reform in the U. S. This web page can be found athttp://parc.info/publications.chtml PARC.info provides Issues Reports that are models of how to craft analyses of various issues oversight bodies must examine. The PARC Newsletter highlights informative interviews with Police Accountability experts and law enforcement leaders in the U.S. It also provides those documents that have defined police accountability issues over the past twenty years, including reports such as the Christopher Commission and Kolts Commission reports, and a history of civilian oversight in the U.S. Non-Internet Resources: American Bar Association, Justina Cintron Perino, Editor, 2006, Citizen Oversight of Law Enforcement. Chevigny, Paul, Edge of the Knife, Police Violence in the Americas, 1996. This book describes conditions from New York City to Los Angeles, and from the U.S. to Brazil. The concluding chapter outlines an oversight model that ideally incorporates internal and external oversight to provide safety and service to citizens and police. Walker, Samuel, The New World of Police Accountability, 2005. Walker, Samuel, Police Accountability: The Role of Citizen Oversight, 2001. 2009 Resources Standards and Practices Mediation Resources Newsletter Archives Oversight Resources Oversight Agencies Links to Oversight Agencies U.S. Links to Oversight Agencies Worldwide Community Resources

No Place For Hate http://www.adl.org/education-outreach/no-place-for-hate/

No Place For Hate http://www.adl.org/education-outreach/no-place-for-hate/

Public Education Campaign http://yonkersny.gov/Index.aspx?page=448

Public Education Campaign

Public Education Campaign

Complete The Degree! http://www.completethedegree.org/, Online Websites and Books! Evidence of Learning Portfolios, Portfolio Assessment and High technology, Electronic Portfolios for Alternate Assessment; http://educationbookmix.com/ and http://www.metacafe.com/videos_about/prior_learning/

Complete the Degree http://www.completethedegree.org/paying-for-college/grants-scholorships/
http://www.suntimes.com/news/metro/15545271-418/nonprofit-goes-after-college-dropouts-to-help-them-finish-degree.html

http://www.completethedegree.org/we-can-help/tips-and-resources/
http://www.suntimes.com/news/metro/15545271-418/nonprofit-goes-after-college-dropouts-to-help-them-finish-degree.html
http://www.bbc.co.uk/worldservice/learningenglish/index.shtml

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Online Writing Labs- Writing Skills, Questions & Answers

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Demonstrating effective use of classroom technology, "Portfolio Assessment & High Technology" shows students engaged in a variety of portfolio assessment act... 

Evidence of Learning Portfolios, Portfolio Assessment and High technology, Electronic Portfolios for Alternate Assessment

http://article.wn.com/view/2013/07/18/Various_assessment_data_for_childs_portfolio/

Orig­i­nal ar­ti­cle with links, pdf down­loads, etc. http://​www.​theartofed.​com/​2013/​09/​27/​live-aoe-workshop-in-progress/​ Port­fo­lios con­tin­ue to be one of the most au­then­tic and com­pre­hen­sive ways to as­sess stu­dent art work, and pro­vide a valu­able op­por­tu­ni­ty for stu­dents to re­view and eval­u­ate their own work. Whether you pre­fer tra­di­tion­al port­fo­lios or are mov­ing the archiv­ing of art­work to dig­i­tal for­mats, the power of the port­fo­lio can be an asset to your art pro­gram. This work­shop will cover some of the best dig­i­tal port­fo­lio op­tions out there and pro­vide trips and tricks for or­ga­niz­ing tra­di­tion­al port­fo­lio pro­cess­es for the most ef­fec­tive out­come. We will also talk about dif­fer­ent ways to use the port­fo­lio pro­cess to cre­ate and ad­min­is­ter as­sess­ments and stu­dent re­flec­tions for all age lev­els. Let's talk port­fo­lios! 

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In 30 Minutes- A Prior Learning Assessment Primer

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Recognition of Prior Learning Consultancy (RPLC)

Fastest Way to Get a College Degree Online http://www.metacafe.com/watch/5570547/fastest_way_to_get_a_college_degree_online/

Online Recognition of Prior Learning http://www.metacafe.com/watch/yt-s9fR_xyEpvs/online_recognition_of_prior_learning/

Preparing the Portfolio: For an Assessment of Prior Learning (ISBN: 9781419673849) 
Snow, Roslyn

ISBN 10: 141967384X

ISBN 13: 9781419673849

http://www.achievingthedream.org/

 Achieving the Dream will create an idea-sharing space in community college leadership development. Open source information will be made available to Achieving the Dream stakeholders and other organizations involved in educational leadership. Curricular modules will be developed with Leader College Presidents for use throughout the Achieving the Dream National Reform Network

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The Online Consortium of Independent Colleges and Universities(OCICU) answers the needs of independent not-for-profit colleges and universities

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The OpenCourseWare Consortium is a collaboration of higher education institutions and associated organizations from around the world creating a broad and deep body of open educational content using a shared model.

http://www.nactel.org/ Administered by CAEL, the National Coalition for Telecommunications Education and Learning (NACTEL) offers online telecom degrees and certifications on its website, www.NACTEL.org. There, you can:

• Start with a single course or an Introductory Certificate
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http://www.phoenix.edu/admissions/prior_learning_assessment/experiential-essays.html

Kolb’s experiential learning 

• Download the one-credit essay template
• Download the two-credit essay template
• Download the three-credit essay template

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Apollo Quick List

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http://www.skillsoft.com/about/credit_programs/academic_credit_programs/documents/UoP.pdf

http://online.kaplanuniversity.edu/Pages/Transfer_of_Credits.aspx

http://chronicle.com/article/Where-Life-Earns-Credit-/64618

http://www.maricopaskillcenter.com/catalog/admission/cpl.html

http://webmkt.s3.amazonaws.com/flash/pla/main.html

http://www.insidehighered.com/news/2010/03/01/prior

http://www.uwgb.edu/oira/cfpl/portfolio/narrative.asp

https://ecampus.phoenix.edu/pla/regulations.asp

LearningCounts.org > Our Process > Options

Prior Learning Assessment options:​

Prior Learning Assessment is not just one method or tool. PLA includes options such as:

Portfolio-based Assessments: also known as individualized student portfolios as taught in CAEL 100. Portfolios can be submitted through LearningCounts.org

American Council on Education (ACE) Guides:published credit recommendations for formal instructional programs offered by non-collegiate agencies such as civilian employers and the military

Advanced Placement (AP) Exams: a series of tests developed by the College Board initially for AP High School courses, including 34 exams in 19 subject areas

College Level Examination Program (CLEP) Exams: tests of college material, offered by the College Board

DSST Credit by Exam Program: formerly known as the DANTES Program, owned and administered by Prometric, tests knowledge of both lower-level college material through 38 exams

Excelsior College Examination Program: formerly Regents College Exams or ACT/PEP Exams, offered by Excelsior College, NY

UExcel Credit by Exam Program: tests knowledge of lower-level college material; awarded Excelsior College credit can be transferred to other colleges and universities

National College Credit Recommendation Service: (formerly known as National PONSI) evaluates learning experiences for noncollegiate organizations

Evaluation of Local Training: program evaluations done by individual colleges of non-collegiate instructional program

Challenge Exams: local tests offered by a college to verify learning achievement


http://cdn.assets-phoenix.net/content/dam/altcloud/admissions/prior-learning-assessment/experiential-essays/Experiential-Essays-Communication-Arts.pdf

Hindu-Arabic numeral system - The Hindu-Arabic System (800 BC) Today the most universally used system of numeration is the Hindu-Arabic system, also known as the decimal system or base ten system. The system was named for the Indian scholars who invented it at least as early as 800 BC and for the Arabs who transmitted it to the western world. Since the base of the system is ten, it requires special symbols for the numbers zero through nine. The following list the features of this system:

The decimal Hindu-Arabic numeral system was invented in India around 500 CE.^[7][8] The system was revolutionary in that it included a zero andpositional notation. It is considered an important milestone in the development of mathematics. One may distinguish between this positionalsystem, which is identical throughout the family, and the precise glyphsused to write the numerals, which vary regionally. The glyphs most commonly used in conjunction with the Latin alphabet since early modern times are 0 1 2 3 4 5 6 7 8 9.

http://faculty.atu.edu/mfinan/2033/section6.pdf

The Hindu–Arabic numeration system, which the United States and many other countries presently use, is a place-value or positional-value system. Place-value systems require a base. We use the base 10 or decimal number system. The symbols in this system (0, 1, 2, 3, 4, 5, 6, 7, 8, and 9) are called digits. The base of a system is most evident when a numeral is written in expanded form.

The number 6309 is written in base 10. If we wanted to emphasize this, we could write a 10 as a subscript to the right of the number: 630910.

Let's write this same number in expanded form:

(6 x 1000) + (3 x 100) + (0 x 10) + (9 x 1)

Another method for writing the number in expanded form uses the powers of 10:

(6 x 103) + (3 x 102) + (0 x 101) + (9 x 100)

(As discussed in the next module, any number to the zero power is 1; thus, the ones place in powers of ten is ten to the zero power.)

In this course, you are required to convert base 10 numerals to base 2 and base 2 numerals to base 10 (see examples 2 and 3 below). You need not be concerned with any of the other number bases. Base 2 is also called the binary system and is used in computer technology and codes like postal bar codes.

Example 2—Converting from base 10 to base 2

Convert 5710 to base 2.

Solution       To convert base 10 numbers to base 2, we first make a list of base 10 numbers associated with different powers of 2 (i.e., the positional values in the base 2 system). This is not as obvious as with base 10 powers in our earlier example. The list would look like this:

26 = 2 x 2 x 2 x 2 x 2 x 2 = 64

25 = 2 x 2 x 2 x 2 x 2 = 32

24 = 2 x 2 x 2 x 2 = 16

23 = 2 x 2 x 2 = 8

22 = 2 x 2 = 4

21 = 2

20 = 1

The place values in the base 2 system, therefore, are . . ., 26, 25, 24, 23, 22, 2, 1, or 64, 32, 16,

8, 4, 2, 1.

Since changing a base 10 number to a number in a different base involves division, proceed as follows:

1. Divide the base 10 number by the highest power of 2 that is less than or equal to the given number. Obviously, 64 (26) is too large, but we can divide by 32 (25).

57 ÷ 32 = 1 with remainder 25

2. Repeat this procedure for each remainder you obtain, always asking whether the remainder can be divided by the next power of 2 and how many times. If not (i.e., if the place value is too large to be included in the remainder), record a 0 and try the next power:

25 ÷ 16 = 1 with remainder 9

9 ÷ 8 = 1 with remainder 1

1 ÷ 4 = 0 with remainder 1

1 ÷ 2 = 0 with remainder 1

1 ÷ 1 = 1 with remainder 0

3. Tally your findings. The number 57 can be represented as one group of 32, one group of 16, one group of 8, no groups of 4, no groups of 2, and one group of 1:

57 = (1 x 32) + (1 x 16) + (1 x 8) + (0 x 4) + (0 x 2) + (1 x 1)

   = (1 x 25) + (1 x 24) + (1 x 23) + (0 x 22) + (0 x 21) + (1 x 20)

   = 1110012

The base 2 equivalent of 5710 is 111001.

Base 2 numbers only have the numerals 0 and 1 as place values, so no power can occur twice. If 2 x 32 is included in a number, then 64 (26) is included once. Also, note that all place values must be indicated even if they are zeros. This is true for any base system, really, since we couldn't skip the ten place even though it was zero in our earlier base 10 number, 6309.

Converting from base 2 to base 10 reverses the process. Instead of division, multiplication is involved.

Example 3—Converting from base 2 to base 10

Convert 10112 to base 10.

Solution

10112 = (1 x 23) + (0 x 22) + (1 x 21) + (1 x 20)

        = (1 x 8) + (0 x 4) + (1 x 2) + (1 x 1)

        =     8     +    0     +    2     +     1

        = 11

The base 10 equivalent of 10112 is 11.

You all know how to perform arithmetic operations with base 10 numbers. Adding binary numbers is very similar.

Example 4—Adding binary numbers

Add 1110012 and 10112.

Solution     The rules for adding binary numbers are as follows. Note: Since base 2 numbers only have the numerals 0 and 1 as place values, you should never have a 2 in the answer.

1 + 0 = 1

0 + 1 = 1

1 + 1 = 0 with remainder of 1

Thus, lining up the numbers and adding, we get:

 111001

     1011

1000100

You can check. 57 + 11 = 68. Is 10001002 = 68? Let's see.

10001002 = (1 x 26) + (0 x 25) + (0 x 24) + (0 x 23) + (1 x 22) + (0 x 21) + (0 x 20)

             = 64 + 0 + 0 + 0 + 4 + 0

             = 68

Other operations with base 2 or any operations with other bases are not required in this course.