Where is everyone going? Do you work for other schools who may be hiring?
I'm not sure what I am going to do.
Thank you in advance.
30 replies (most recent on top)
I'm thinking this is the work of the little bitch. What nasty little trolls they are! Thread was restarted with the important posts.
WTF? Is that an academic term, as it seems to be the only description for what I am reading. I just want information on what to do since CCI isn't telling us very much. I was forwarded the information to read, where I see a lot of value personally. If I choose to have the help, I will sign up for her service. If I think its not worth it, I won't. I will spend my time and effort as I see fit.
Able and Available - Table of Contents
AA 5 GENERAL
A. Unavailable Four Hours or Less
B. Statutory Provisions
C. Restricting to Part-Time Work
D. Verification
E. Definitions Under Section 1253(c)
F. Burden of Proof
G. Effect of Restrictions on Availability
Fact Finding Guide
Reason For Decision
AA 40 ATTENDANCE AT SCHOOL OR TRAINING
A. California Training Benefits Consideration
B. School Attendance - General
C. Voluntary School Attendance - Willingness to Abandon School
D. Available for Full-Time Work While Attending School - Section 1253(C) 1(C)(4), Title 22
E. Restricting to Part-Time Work Due to School Attendance - Section 1253.8
F. Mandatory School Attendance
G. Recess/Vacation Periods/Summer Breaks
H. Foreign Students
Fact Finding Guide
Reason For Decision
AA 90 CONSCIENTIOUS OBJECTION BASED ON RELIGIOUS, ETHICAL, MORAL, OR PHILOSOPHICAL BELIEFS
A. Conscientious Objection Defined
B. Effect of Restrictions on Eligibility
C. Religious Beliefs
D. Ethical, Moral, or Philosophical Beliefs
Fact Finding Guide
Reason For Decision
AA 150 TRAVEL: TIME, DISTANCE, AND COST
A. General
B. Transportation and Travel
C. Traveling in Search of Work
D. Relocation
Fact Finding Guide
Reason For Decision
AA 155 DOMESTIC CIRCUMSTANCES
A. General
B. Care of Children
C. Care of Others
D. Household Duties
Fact Finding Guide
Reason For Decision
AA 195 TYPE OF WORK
A. General
B. Usual Occupation
C. Experience and Training
D. Preferred Employer or Employment
Fact Finding Guide
Reason For Decision
AA 235 HEALTH OR PHYSICAL CONDITION
A. Statutory Provisions
B. General Concepts Governing Ability to Work Determinations
C. Types of Health Restrictions
D. Relationship Between UI and DI
E. Relationship of AA and Workers' Compensation
Fact Finding Guide
Reason For Decision
AA 270 USE OF INTOXICANTS
A. General
B. Temporary or Isolated Instance
C. Habitual Alcohol or Drug Abuse
Fact Finding Guide
Reason For Decision
AA 285 LEAVE OF ABSENCE OR VACATION
A. General
B. Attachment to Labor Market
C. Restricted Availability
Fact Finding Guide
Reason For Decision
AA 305 MILITARY SERVICE
A. Active Military Service
B. Enlisted - Induction Not Imminent
C. Enlisted - Induction Imminent
D. Preinduction Activities
E. Active Reserve or National Guard Duty
Reason For Decision
AA 360 PERSONAL AFFAIRS
A. General
B. Death in Immediate Family
C. Incarceration or Detention
D. Legal and Business Affairs
E. Public Service
F. Retirement
G. Self Employment
Fact Finding Guide
Reason For Decision
AA 440 WORKING CONDITIONS
A. General
B. Employer Requirements
C. Government Requirements
D. Equipment
Fact Finding Guide
Reason For Decision
AA 475 UNION RELATIONS
A. Union Working Conditions
B. Union Reporting Requirements
C. Restrictions on Dispatch/Referral
D. Lack or Loss of Union Membership
E. Working Permit
F. Collective Bargaining Agreement Regulates Periods of Work
G. "No Lost Work Opportunity" Concept
Fact Finding Guide
Reason For Decision
AA 500 WAGES AND TIME
A. Wages
B. Time
Fact Finding Guide
Reason For Decision
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Benefit Determination Guide
Able and Available
Miscellaneous
Misconduct
Preface
Suitable Work
Total and Partial Unemployment
Trade Dispute
Voluntary Quit
Back to Top | Contact EDD | Conditions of Use | Privacy Policy | Equal Opportunity Notice | Mobile Site | Información en Español | Site Map
Benefit Determination Guide
The Benefit Determination Guide presents discussions about unemployment insurance law. The discussions are based on state and federal law, state and federal regulations; case law from the United States Supreme Court, the California Supreme Court, lower federal and state courts and Precedent Benefit Decisions issued by the California Unemployment Insurance Appeals Board. There are eight volumes. Each volume provides discussion on one broad issue of unemployment insurance law. Department personnel use the Benefit Determination Guide to make proper decisions about eligibility for unemployment insurance benefits.
For more information you may find it useful to review our frequently asked questions and eligibility sections.
Volumes:
Able and Available (AA)
Miscellaneous (MI)
Misconduct (MC)
Preface (PR)
Suitable Work (SW)
Total and Partial Unemployment (TPU)
Trade Dispute (TD)
Voluntary Quit (VQ)
Contact your local California Employment Development Department office.
Powered by Translate
This Google Translate™ translation service is provided for informational purposes only as the EDD is unable to guarantee the accuracy of this translation. View Disclaimer
Benefit Determination Guide
Able and Available
Miscellaneous
Misconduct
Preface
Suitable Work
Total and Partial Unemployment
Trade Dispute
Voluntary Quit
Ways to File or Reopen Your UI Claim
Unemployment Insurance Applications
En español
The Employment Development Department (EDD) offers several methods for filing or reopening Unemployment Insurance (UI) claims.
File or Reopen Online
File or Reopen by Phone
File or Reopen by Mail or Fax
Ex-Servicemembers and Federal Employment
File or Reopen Online (Recommended)
Use eApply4UI to apply for UI or reopen a UI claim online. File online at your convenience.
Advantages of eApply4UI
Fastest way to file or reopen your claim.
Available 24 hours a day, 7 days a week.
Helps reduce delays due to common errors made on paper applications.
Secure and reliable.
Confirmation number is provided.
For more information or to file for UI online: eApply4UI
File or Reopen by Phone
You can file or reopen a UI claim over the phone with an EDD customer service representative.
English: 1-800-300-5616
Spanish: 1-800-326-8937
Chinese (Cantonese): 1-800-547-3506
Chinese (Mandarin): 1-866-303-0706
Vietnamese: 1-800-547-2058
Call the EDD between 8 a.m. and 12 noon, Pacific time, Monday through Friday. This service is not available on State holidays.
File or Reopen by Mail or Fax
You can file or reopen a UI claim by using our paper application available through eApply4UI. The application can be completed online and printed, or it can be printed and completed by hand. The application can then be faxed or mailed to the EDD for processing.
Mailing Address:
EDD
P.O. Box 12906
Oakland, CA 94604-2906
Note: Extra postage is required.
Fax Number: 1-866-215-9159
Ex-Servicemembers and Federal Employment
If you served in the Military during the last 18 months and/or if you worked for an agency of the Federal government during the last 18 months, you may be able to apply for Unemployment Insurance benefits by phone or by using our paper application available through eApply4UI. The paper application can be filled out online and printed, or printed and completed by hand. You can mail or fax your completed application to the EDD office listed on the application for processing.
Filing a Claim
Claim Process
This section provides a step-by-step summary of the UI claim process.
Employers give a copy of the booklet, For Your Benefit: California’s Programs for the Unemployed, DE 2320 to employees who are unemployed. The UI Code, Section 1089 requires employers to provide the booklet.
The individual files a claim for UI benefits using one of the following methods:
Access eApply4UI:
Answers to questions are entered online. After the application is completed the individual submits it online to the Department. Note: This is the fastest way to file your claim.
Contact EDD by telephone:
Individuals will speak to a Department representative who will ask a series of questions and record the responses.
Complete a paper UI Application, DE 1101I:
The application can be completed online and printed, or it can be printed and completed by hand. The application can then be faxed or mailed to an EDD office for processing.
Note: The above options may also be used to reactivate an existing claim or file for extended benefits.
The Department representative files the claim and the following documents are mailed:
To Claimants
A Guide to Benefits and Employment Services, DE 1275A
Continued Claim Form, DE 4581, unless the claimant is participating in a Partial or Workshare Program
Notice of Unemployment Insurance Award, DE 429Z
Notice of Unemployment Insurance Claim Filed, DE 1101CLMT
CalJOBSSM brochure, DE 2456
To Employers
Notice of Unemployment Insurance Claim Filed, DE 1101CZ
The EDD decides if a claimant is eligible to collect benefits. To make this decision, we conduct telephone interviews with claimants, employers or their representatives and review statements submitted in writing.
After we make a decision, we mail a Notice of Determination or Notice of Determination/Ruling, DE 1080CT to claimants who do not qualify for benefits. We also mail a DE 1080CT to employers who respond in writing and within time limits about a quit, discharge, or other issues that may prevent payment of benefits.
Employers or claimants who disagree with our written decision have the right to appeal the decision.
Claimants complete and submit the Continued Claim Form, DE4581, unless they are on a partial or workshare program, for each week they wish to claim benefits. The forms are usually for two weeks at a time and claimants must certify that they have met eligibility requirements for each week benefits are claimed.
After the Department pays the claimant the first week of benefits, we mail a Notice of Wages Used for Unemployment Insurance Claim, DE 1545 to the claimant’s base period employer(s). Base period employers may be charged for all or part of a claimant’s benefits.
To ensure accuracy, base period employer(s) review the information reported on the DE 1545. The form shows the claimant’s identity, wage and employment information. The base period employer(s) use the DE 1545 to notify the Department about separation information and to correct errors on wages reported to EDD. The time limits for reporting separation information is 15 days from the date the form was mailed. Wage corrections must be reported within 20 calendar days from the date the DE 1545 was mailed.
A Department representative reviews a base period employer’s response to the DE 1545 and decides if the employer’s account will be charged for the claimant’s benefits. The EDD mails a Notice of Ruling, DE 1080CT to the employer who submitted separation information within the time limits. A favorable or unfavorable decision that is sent to a base period employer(s) does not usually change a claimant’s entitlement to benefits.
A base period employer who disagrees with EDD’s written decision may file an appeal.
Heald College
From Wikipedia, the free encyclopedia
Heald College
Heald-est-1863-horizontal-634.png
Motto Get in. Get out. Get ahead.
Established 1863
President Eeva Deshon
Location San Francisco
Campuses 12 campuses additional terms may apply. By using this site, you agre
Diploma mill
From Wikipedia, the free encyclopedia
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The neutrality of this article is disputed. Relevant discussion may be found on the talk page. Please do not remove this message until the dispute is resolved. (May 2014)
A diploma mill (also known as a degree mill) is an unaccredited higher education institution that offers illegitimate academic degrees and diplomas for a fee. These degrees may claim to give credit for relevant life experience, but should not be confused with legitimate prior learning assessment programs. They may also claim to evaluate work history or require submission of a thesis or dissertation for evaluation to give an appearance of authenticity.(1) Diploma mills are frequently supported by accreditation mills, set up for the purpose of providing an appearance of authenticity.(2) An individual may or may not be aware that the degree they have obtained is not wholly legitimate. In either case, legal issues can arise if the qualification is used in resumés.
Contents (hide)
1 Terminology
2 Characteristics
2.1 Accreditation and authenticity
2.2 Teaching
2.3 Facilities
2.4 Promotion and fees
3 Legal considerations
3.1 Australia
3.2 Bosnia and Herzegovina
3.3 Canada
3.4 China
3.5 Denmark
3.6 Finland
3.7 Germany
3.8 Hong Kong
3.9 India
3.10 Ireland
3.11 Malaysia
3.12 Mexico
3.13 Netherlands
3.14 New Zealand
3.15 Nigeria
3.16 Norway
3.17 Pakistan
3.18 Philippines
3.19 Portugal
3.20 Romania
3.21 South Korea
3.22 Sri Lanka
3.23 Sweden
3.24 Switzerland
3.25 United Kingdom
3.26 United States
4 See also
5 References
5.1 Footnotes
5.2 Books
6 External links
6.1 General information and news
6.2 Accreditation databases
Terminology(edit)
The term "diploma mill" originally denotes an institution providing diplomas on an intensive and profit-making basis, like a factory.(3) More broadly, it describes any institution that offers qualifications which are not accredited and/or are not based on proper academic assessment.
While the terms "degree mill" and "diploma mill" are commonly used interchangeably, within the academic community a distinction is sometimes drawn.(4) A "degree mill" issues diplomas from unaccredited institutions which may be legal in some states but are generally illegitimate, while a "diploma mill" issues counterfeit diplomas bearing the names of real universities.
Academic diplomas may be legitimately awarded without any study as a recognition of authority or experience. When given extraordinarily, such degrees are called honorary degrees or honoris causa degrees. Also, in some universities, holders of a lower degree (Bachelor's degree) may be awarded honorary higher degrees (Master's) without study. For instance, in Finland between 1972 and 1994, the graduate degree in humanities was called "Bachelor of Humanities", and Master of Humanities could be awarded by application. In contrast, those actually studying would be awarded a Master of Philosophy.
The term "diploma mill" may also be used pejoratively to describe a legitimate institution with low academic admission standards and a low job placement rate.(2)
Characteristics(edit)
Diploma mills share a number of features that differentiate them from respected institutions, although some legitimate institutions may exhibit some of the same characteristics.(5)
Accreditation and authenticity(edit)
See also: Accreditation mill
The most notable feature of diploma mills is that they lack accreditation by a nationally recognized accrediting agency. (Note, however, that not all unaccredited institutions of higher learning are diploma mills). Diploma mills therefore employ various tactics in an attempt to appear more legitimate to potential students.
Some diploma mills claim accreditation by an accreditation mill while referring to themselves as being "fully accredited". Accreditation mills based in the United States may model their websites after real accrediting agencies overseen by the Council for Higher Education Accreditation (CHEA). Another typical ploy is for mills to claim to be internationally recognized by organizations such as UNESCO. UNESCO has no authority to recognize or accredit higher education institutions or agencies, and has published warnings against education organizations that claim UNESCO recognition or affiliation.(2)
Some diploma and degree mills have played a role in creating unrecognized accrediting bodies as well. These diploma and degree mills may further confuse matters by claiming to consider work history, professional education, previous learning and may even require the submission of a dissertation or thesis in order to give an added appearance of legitimacy. (6)
As diploma mills are typically licensed to do business, it is common practice within the industry to misrepresent their business license as indicating government approval of the institution.(citation needed) Promotional materials may use words denoting a legal status such as "licensed", "state authorized", or "state-approved" to suggest an equivalence to accreditation.
Some advertise other indicators of authenticity that are not relevant to academic credentials. For example, the University of Northern Washington advertises that its degrees are "attested and sealed for authenticity by a government appointed notary".(7) In reality notarization only certifies that the document was signed by the person named.
Diploma mills are frequently named to sound confusingly similar to those of prestigious accredited academic institutions.(8) Despite the fact that trademark law is intended to prevent this situation, diploma mills continue to employ various methods to avoid legal recourse. Several diploma mills have adopted British-sounding names, similar but not identical to the names of legitimate universities, apparently to take advantage of the United Kingdom's reputation for educational quality in other parts of the world.(9) Some examples of British-sounding names used by diploma mills are "Shaftesbury University", "University of Dunham", "Redding University", and "Suffield University".(9)
The school’s website may well not have an .edu domain, or other country-specific equivalent, since registration of such names is typically restricted.(10) However, enforcement has sometimes been lax, and an .edu domain cannot be taken as verification of school quality or reputation. Some diploma mills use an .ac top-level domain name, which resembles genuine second-level academic domain names like ac.uk but is in fact the ccTLD for Ascension Island. To prevent misuse of their names in this way, some legitimate academic institutions have registered .ac domains.(citation needed)
Teaching(edit)
Compared to legitimate institutions, diploma mills tend to have drastically lowered academic requirements, if any at all. Depending on the institution, students may be required to purchase textbooks, take tests, and submit homework, but degrees are commonly conferred after little or no study.
Instead of "hard sciences", where competence is easier to verify, the subjects offered by a diploma mill are often esoteric and may be based on a pseudoscience like astrology or natural healing. Such subjects are only vaguely defined, making external verification of educational standards difficult.
Degree mills typically offer little or no interaction with professors. Even if comments and corrections to coursework are given, they may have no bearing on the degree which is awarded. In other cases professors may serve only to write compliments to the student that can be given as references.
Facilities(edit)
Since diploma mills provide little in the way of teaching, there is usually no need for teaching facilities. The school tends to have no library, personnel, publications or research. In short, very little that is tangible can be found about the institution. If teaching is offered, the professors may themselves hold advanced degrees from the diploma mill itself or from other unaccredited institutions. They may also sport legitimate qualifications that are unrelated to the subject they teach.
Doctoral theses and dissertations from the institution will not be available from University Microfilms International, a national repository, or even the institution's own library, if it has one. The address given by the bogus institution is often a postal box, mail forwarding service or suite number.(8)
Promotion and fees(edit)
Buyers often use the diplomas to claim academic credentials for use in securing employment. For example a schoolteacher might buy a degree from a diploma mill in order to advance to superintendent. Degrees from a diploma mill can be obtained within a few days, weeks or months from the time of enrollment, and back-dating is possible.(8) Academic credit may be offered for "life experience," a point often featured heavily in the selling points of the institution.(11) This should not be c
Distance education
From Wikipedia, the free encyclopedia
(Redirected from Online university)
This article is about education over a distance. For learning that is spaced over time, see Distributed learning.
Distance education, distance learning, dlearning, or D-Learning is a mode of delivering education and instruction, often on an individual basis, to students who are not physically present in a traditional setting such as a classroom. Distance learning provides "access to learning when the source of information and the learners are separated by time and distance, or both."(1) Distance education courses that require a physical on-site presence for any reason (including taking examinations) have been referred to as hybrid(2) or blended(3) courses of study. Massive open online courses (MOOCs), aimed at large-scale interactive participation and open access via the web or other network technologies, are a recent development in distance education.
Contents (hide)
1 History
1.1 First distance education courses
1.2 University correspondence courses
1.3 Radio and television
1.4 Open University
1.5 Internet
2 Technologies
3 Benefits
4 Criticism
5 Distance e-Learning
6 See also
7 References
8 Further reading
9 External links
History(edit)
The earliest distance education courses may date back to the early 18th century in Europe. One of the earliest examples was from a 1728 advertisement in the Boston Gazette for "Caleb Phillips, Teacher of the new method of Short Hand," who sought students who wanted to learn through weekly mailed lessons.(4)
First distance education courses(edit)
Sir Isaac Pitman, pioneer of distance education in the 1840s.
The first distance education course in the modern sense was provided by Sir Isaac Pitman in the 1840s, who taught a system of shorthand by mailing texts transcribed into shorthand on postcards and receiving transcriptions from his students in return for correction - the element of student feedback was a crucial innovation of Pitman's system.(5) This scheme was made possible by the introduction of uniform postage rates across England from 1840.(6)
This early beginning proved extremely successful, and the Phonographic Correspondence Society was founded three years later to establish these courses on a more formal basis. The Society paved the way for the later formation of Sir Isaac Pitman Colleges across the country.(7)
University correspondence courses(edit)
The University of London was the first university to offer distance learning degrees, establishing its External Programme in 1858. The background to this innovation lay in the fact that the institution (later known as University College London) was non-denominational and, given the intense religious rivalries at the time, there was an outcry against the "godless" university. The issue soon boiled down to which institutions had degree-granting powers and which institutions did not.(8)
The London University in 1827, drawn by Thomas Hosmer Shepherd
The compromise solution that emerged in 1836 was that the sole authority to conduct the examinations leading to degrees would be given to a new officially recognised entity called the "University of London", which would act as examining body for the University of London colleges, originally University College London and King's College London, and award their students University of London degrees. As Sheldon Rothblatt states, "thus arose in nearly archetypal form the famous English distinction between teaching and examining, here embodied in separate institutions."(8) With the state giving examining powers to a separate entity, the groundwork was laid for the creation of a programme within the new university that would both administer examinations and award qualifications to students taking instruction at another institution or pursuing a course of self-directed study.
William Rainey Harper, encouraged the development of external university courses at the new University of Chicago in the 1890s
Referred to as "People's University" by Charles Dickens because it provided access to higher education to students from less affluent backgrounds, the External Programme was chartered by Queen Victoria in 1858, making the University of London the first university to offer distance learning degrees to students.(9)(10) Enrolment increased steadily during the late 19th century, and its example was widely copied elsewhere.(11) This program is now known as the University of London International Programme and includes Postgraduate, Undergraduate and Diploma degrees created by colleges such as the London School of Economics, Royal Holloway and Goldsmiths.(10)
In the United States William Rainey Harper, first president of the University of Chicago, developed the concept of extended education, whereby the research university had satellite colleges of education in the wider community. In 1892 he also encouraged the concept of correspondence school courses to further promote education, an idea that was put into practice by Columbia University.(12)(13) Enrollment in the largest private for-profit school based in Scranton, Pennsylvania, the International Correspondence Schools grew explosively in the 1890s. Originally founded in 1888 to provide training for immigrant coal miners aiming to become state mine inspectors or foremen, it enrolled 2500 new students in 1894 and matriculated 72,000 new students in 1895. By 1906 total enrollments reached 900,000. The growth was due to sending out complete textbooks instead of single lessons, and the use of 1200 aggressive in-person salesmen.(14)(15) There was a stark contrast in pedagogy:
The regular technical school or college aims to educate a man broadly; our aim, on the contrary, is to educate him only along some particular line. The college demands that a student shall have certain educational qualifications to enter it, and that all students study for approximately the same length of time, and when they have finished their courses they are supposed to be qualified to enter any one of a number of branches in some particular profession. We, on the contrary, are aiming to make our courses fit the particular needs of the student who takes them.(16)
Education was a high priority in the Progressive Era, as American high schools and colleges expanded greatly. For men who were older or were too busy with family responsibilities, night schools were opened, such as the YMCA school in Boston that became Northeastern University. Outside the big cities, private correspondence schools offered a flexible, narrowly focused solution. In 1916 efficiency was enhanced by the formation of the National Association of Corporation Schools.(17)
Universities around the world used correspondence courses in the first half of the 20th century, especially to reach rural students. Australia with its vast distances was especially active; the University of Queensland established its Department of Correspondence Studies in 1911.(18) The International Conference for Correspondence Education held its first meeting in 1938.(19) The goal was to provide individualized education for students, at low cost, by using a pedagogy of testing, recording, classification, and differentiation.(20)(21)
Radio and television(edit)
The very rapid spread of radio in the United States in the 1930s led to proposals to use it for distance education. By 1938, at least 200 city school systems, 25 state boards of education, and many colleges and universities broadcast educational programs for the public schools.(22) One line of thought was to use radio as a master teacher.
" Experts in given fields broadcast lessons for pupils within the many schoolrooms of the public school system, asking questions, suggesting readings, making assignments, and conducting tests. This mechanizes education and leaves the local teacher only the tasks of preparing for the broadcast and keeping order in the classroom." (23)
A typical setup came in Kentucky in 1948 when John Wilkinson Taylor, president of the University of Louisville, teamed up with the National Broadcasting Corporation to use radio as a medium for distance education, The chairman of the Federal Communications Commission endorsed the project and predicted that the "college-by-radio" would put "American education 25 years ahead." The University was owned by the city, and local residents would pay the low tuition rates, receive their study materials in the mail, and listen by radio to live classroom discussions that were held on campus.(24) Charles Wedemeyer of the University of Wisconsin–Madison also promoted new methods. From 1964 to 1968, the Carnegie Foundation funded Wedemeyer's Articulated Instructional Media Project (AIM) which brought in a variety of communications technologies aimed at providing learning to an off-campus population.
Open University(edit)
Walton Hall, renovated in 1970 to act as the headquarte
Corinthian Colleges
From Wikipedia, the free encyclopedia
Corinthian Colleges, Inc.
Traded as NASDAQ: COCO
Industry Education
Founded 1995
Website cci.edu
Corinthian Colleges, Inc. (CCi) was one of the largest post-secondary education companies in North America.
CCi's schools offered career-oriented diploma and degree programs in health care, business, criminal justice, transportation technology and maintenance, construction trades, and information technology. (1) CCi had over 100 Everest, Heald and WyoTech campuses throughout the United States and Canada, and also offered degrees exclusively online. (2)
Corinthian Colleges faces numerous investigations and lawsuits.(3) The California Attorney General states that Corinthian Colleges targets single parents who are close to the poverty level, a demographic that its internal documents describe as "composed of 'isolated,' 'impatient,' individuals with 'low self-esteem,' who have 'few people in their lives who care about them' and who are 'stuck' and 'unable to see and plan well for future,' through aggressive and persistent internet and telemarketing campaigns and through television ads on daytime shows like Jerry Springer and Maury Povich.'"(4)
On July 3, 2014 the United States (USA) Department of Education (DoE) and CCi reached an agreement for CCi to execute a controlled shut-down of 12 of its USA schools and a sale of 85 other schools with transition funding supplied by DoE and monitored by an independent monitor.(5)(6) The announcement leaves the eventual status of the Canadian schools up in the air.(5)(6)
Contents (hide)
1 History
2 Schools and programs
2.1 Everest
2.2 Everest University Online
2.3 Everest College Phoenix
2.4 Heald College
2.5 WyoTech
3 Accreditation
4 Faculty and students
5 Financial aid
6 Legal proceedings
6.1 State of California lawsuits
6.2 Federal investigation in the United States
6.3 Other investigations
7 Publications
8 Historic names
9 References
10 External links
History(edit)
CCi was founded in 1995.(7) Corinthian Colleges was founded in February 1995. The five founders--David Moore, Paul. St. Pierre, Frank McCord, Dennis Devereux, and Lloyd Holland--were executives at National Education Centers, Inc. (NECI), a for-profit operator of vocational schools based in Irvine, California. The founders planned to acquire schools that were fundamentally sound and with good reputations, but which for one reason or another were performing below their potential.(8)
Historically, CCi has grown through acquisitions and through organic growth, including opening new branch campuses, remodeling, expanding or relocating existing campuses, and adopting curricula into existing colleges.(7)
Acquired Schools:(9)
American Motorcycle Institute
Ashmead College
Blair College
Bryman College
Bryman Institute
Duff's Business Institute
Florida Metropolitan University
Georgia Medical Institute
Kee Business College
Las Vegas College
National Institute of Technology
National School of Technology
Olympia Career Training Institute
Olympia College
Parks College
Rochester Business Institute
Tampa College
Western Business College
Schools and programs(edit)
Everest(edit)
CCi operates Everest campuses in the United States and Canada, although all United States campuses are to be sold or closed beginning on July 3, 2014, leaving only the Canadian campuses under CCi's control.(5)(6)
Everest Institute offers diploma programs in health care, business, computer technology, electronics, and HVAC (heating, ventilation and air conditioning).(10)
Everest College offers diploma and associate's degree programs in the health care, business, and computer technology fields.(10)
Everest University offers associate's, bachelor's, and master's degree programs. It offers programs in a variety of fields, including business, accounting, criminal justice, paralegal studies, and health care.(10) Everest University campuses also offer diploma programs in health care. There are ten Everest University campuses across Florida, which were formerly known as Florida Metropolitan University.(11)
Everest University Online(edit)
Everest University Online (EUO), a division of Everest University, offers online degree programs in accounting, applied management, business, computer information science, criminal investigations, criminal justice, criminal investigations, homeland security, and paralegal studies.(12) EUO is headquartered in Tampa, Florida.
Everest College Phoenix(edit)
Everest College Phoenix offers bachelor's degree, associate's degree, and diploma programs. It offers programs in accounting, business, medical assisting, medical insurance billing and coding, nursing, criminal investigation, criminal justice, and paralegal studies.(13) Everest College Phoenix has campuses in Phoenix and Mesa, Arizona, as well as an online learning center.(14)
Everest College Phoenix is regionally accredited by the Higher Learning Commission, a member of the North Central Association of Colleges and School.(15)
Heald College(edit)
Heald College is one of the nation's oldest business career colleges in the Western United States, with roots extending back to 1863.(16) Heald offers associate's degree, diploma, and certificate programs. It offers programs in various fields, including health care, accounting, business, computer technology, criminal justice, and paralegal studies.(17)
Heald College is regionally accredited by the Western Association of Schools and Colleges Senior College and University Commission.(18) Heald College has campuses in California, Oregon, and Hawaii, as well as an online learning center.(19)
In November 2009, it was announced that CCi was purchasing Heald's parent company for $395 million.(20) In January 2010, CCi announced that it had completed the acquisition.(21) CCi retained the Heald name, and it was reported that it also retained its faculty and staff.(20)
WyoTech(edit)
WyoTech offers career-oriented training for mechanical and technical occupations in the automotive, diesel, motorcycle, watercraft, HVAC (heating, ventilation and air conditioning), electrician, and plumbing fields.(16) WyoTech has campuses in Pennsylvania, Florida, California, and Wyoming.(22)
Accreditation(edit)
Accreditation is a voluntary, non-governmental process by which institutions submit themselves to qualitative review by an organization of peer institutions.(23)
There are two basic types of accreditation: (1) institutional; and (2) specialized or programmatic.(24) Institutional accreditation normally applies to an entire institution while specialized or programmatic accreditation normally applies to programs, departments, or schools that are part of an institution.(24) Institutional accreditation is performed by both regional accrediting agencies and national accrediting agencies.(24)
Accrediting agencies primarily examine the quality of the education offered at the institution.(24) A grant of accreditation is generally viewed as certification that an institution and its programs meet generally accepted levels of quality.(25)
Everest College Phoenix campuses are regionally institutionally accredited by The Higher Learning Commission, a member of the North Central Association of Colleges and Schools (HLC).(26) Heald College campuses are regionally institutionally accredited by the Senior College and University Commission – Western Association of Schools and Colleges (WASC Senior).(18) Everest Institute, Everest College, Everest University, and Wyotech campuses are nationally institutionally accredited by one of two national accrediting agencies: Accrediting Commission of Career Schools and Colleges (ACCSC); or Accrediting Council for Independent Colleges and Schools (ACICS).(27)
AHLC, WASC Senior, ACCSC, and ACICS are recognized by the Secretary of the United States Department of Education as reliable authorities concerning the quality of education and training offered by the CCi institutions that they accredit.(28)
Faculty and students(edit)
As of December 31, 2013, CCi's total student population was 77,584.(29) As with the entire education sector, CCi has faced a decrease in enrollment and a corresponding depressed stock price. CCi's top mutual fund holder is Wells Fargo Advantage Small Cap Value Fund.(30)
As of June 30, 2013, CCi had approximately 15,200 employees in North America, including 6,000 full-time and part-time faculty members.(7)
For five consecutive years, CCi has been named a Top Workplace in Orange County, California where its headquarters are located.(31)
Financial aid(edit)
The Higher Education Act provides that a private, for-profit institution, such as CCi's institutions, may derive no more than 90% of its revenue from the Title IV federal student aid programs.(32) In 2010, CCi reported that it received 81.9% of revenue from Title IV federal student aid programs. (33) Corint
www.higheredjobs.com
19828 - read from the first post up and click on the link. Great article! And, yes, you can get unemployment if you quit in some cases. It varies by state a lot. In some states, applications from people who quit are approved almost 50% of the time. In others (e.g. Florida) they are almost never approved.
You can't get unemployment if you quit a job.
apply for heald college
19813 - Woot Woot! SCORE! You sorry ass loser!
19813 - "omg" "lol" "lame" yeah, you sound like a real winner!
19813: who is "so uneducated" and "lame"? I think there's been some great advice on here and I really appreciate 19794 telling his/her story. I intend to be pro-active about this situation and feel in control by taking control. That's not ignorant, that's smart.
Job Description
Instructor - Health Care, Physiotherapy/Occupational Therapy - H-144193
Description
Instructor HC - Physiotherapy / Occupational Therapy - H
Use your professional expertise to engage, instruct, and inspire
If you’re looking for an exciting opportunity with a robust company committed to changing students’ lives and doing the right thing, Corinthian Colleges, Inc. is the place for you. As one of the largest post-secondary education companies in North America, we are on the cutting edge of the industry and forging ahead into a new era of leadership, growth, and innovation. We currently operate more than 100 campuses through Everest College, WyoTech, and Heald College and are dedicated to delivering on the promise to our students. At CCi you’ll work with impassioned employees and have the support you need to make great things possible.
Become a valued member of our Faculty at Everest College and discover a more rewarding way to leverage your professional expertise. Part coach, part counselor, part entertainer, and 100% advocate for your students, you will provide a dynamic training environment where everyone has the opportunity to reach their full potential. You will utilize a variety of instructional techniques and delivery methods to bring our curriculum to life for your students.
At Everest College and Corinthian Colleges, Inc., we’re in the business of changing students’ lives. As a member of our faculty, you’re in the position to make it happen.
General Job Description:
Provide quality delivery of assigned courses using the appropriate method including teaching, tutoring, and lecturing in compliance with Everest’s company policies, procedures, and regulatory/legal requirements. Responsible for administration of an assigned course of study within a diploma/certificate program by planning, overseeing, and evaluating the activities of students in the assigned academic program.
Job Responsibilities:
Instruction
Plan, prepare and deliver quality classroom instruction in lecture and or laboratory format based on the approved curricula
Primary Duties:
• Select and utilize a variety of approved course materials and teaching methods - using lectures, demonstrations, laboratory experiments, discussion groups, clinic sessions, and seminars - to insure the needs of the individual students are met in the program
• Inform students about course requirements, evaluation procedures, and attendance policies
• Deliver communications on school policy, financial aid, and academics based on management direction
• Manage classroom teaching conditions and environment through active instructor presence in order to promote positive classroom discipline and control, timely class meetings, and appropriate use of furniture and equipment
• Provide students academic support and advice and refer them for additional assistance as required; tutor if necessary and provide other assistance as needed
• Motivate students by demonstrating sensitivity for their concerns and actively involving them in classroom discussions and or activities
• Demonstrate sensitivity to and understanding of the diverse academic, socioeconomic, cultural, sexual orientation, disability, and ethnic backgrounds of students
Administration
Primary Duties:
• Contribute actively to the process of curriculum review
• Achieve assigned retention rate in accordance with the campus, and accreditation and company guidelines by maintaining accurate attendance records daily and communicating attendance concerns to the education director
• Timely completion of all official college records, including grade reports, skill review cards, and plans/logs
• Maintain established office hours and be otherwise available to assist students outside of the scheduled classroom time
• Serve as a liaison with the medical laboratory community and keep current registration with the College of Medical Laboratory Technologist, Ontario Society of Medical Laboratory Technologist Certification; maintain registration with the Canadian Medical Laboratory technologist
• Implement and manage company policies and procedures such as attendance, grade reports, midterm reports, student advising forms, and all other assigned educational materials on a timely basis
• Participate in faculty/staff meetings, committee meetings, professional development workshops, graduation ceremonies, and other school functions as requested
• Support active interdepartmental cooperation with other departments such as Admissions, Financial Aid, and Placement
• Maintain current knowledge of corporate operations, policies, and procedures as well as the Everest training curriculum within the faculty of specialization
• Maintain classroom, clinic, lab, and radiology areas making certain that all areas are in working condition; order necessary class and clinical supplies and required
Performs all duties inherent in an Instructor/Professional Technical role. May be assigned other duties and special projects as required.
Qualifications
Educational requirements
• University degree with a minimum of 2 years experience in a teaching capacity – within area of expertise, or equivalent combination of post-secondary education – from an accredited educational institution recognized by Everest
• Minimum of 5 years professional business experience within area of expertise
• Education and experience must meet the requirements of the Private Career Colleges Act
Professional accreditation/certification
• Knowledge of adult learning principles is essential for every program
Technical skills/software knowledge
• Must be registered with their professional college
• Instructors must be either a Physiotherapist or Occupational Therapist for the OT portion in good standing
• Should be active member of professional association
• 2 years minimum experience
• 2 letters of professional recommendation
• Instructor MTCU data sheets
Business expertise
• Minimum of 1-3 years practical work experience
Job: Academics
Primary Location: Canada-ON-Hamilton
Schedule: Part-time
Brand: Everest Canada
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So uneducated... omg.. LOL.. lame.
I was one of the February RIFs and that is good advice. I was in shock and didn't do much for a few months. I'm still unemployed, but I've been working it hard and have had a few interviews at this point. It did really help when I expanded my search to look outside my field. One thing I was really glad of was that I had a good opportunity to reduce my expenses. I was laid off right before my 60 day period to get out of my lease. I downsized to a much smaller apartment (not the best neighborhood, but colorful and sort of fun in its own way). The day I was laid off I put in my apartment notice and canceled my cable, internet and land line, as well as my smart phone contract. I have a cheap "burner" phone that is pay-as-you-go and I don't use it much. I've caught up on my reading and go to the library or a free wi-fi spot to send in my applications. I have food stamps now and my savings are still holding up. It may seem sad, but I actually feel good. I think hiring is picking up since I'm getting more call backs, but it might also be that I'm being more confident and less picky in what I apply for. I feel like I was depressed for awhile but that's over and I feel relaxed and energized and ready to go back to work. For any of you laid off or worried about it, try to stay positive. The most important thing is to be confident and to see getting a new job as your current job. I wish you all the very best!
In case anyone is wondering about how unemployment works if you quit or are fired, this is a good article: http://www.forbes.com/sites/deborahljacobs/2013/09/03/unemployment-insurance-nine-things-that-may-stop-you-from-collecting-benefits/
19767: Thanks, I'm ex-CCi and was a very successful career coach for several years. Unfortunately, I've moved into a different aspect of HR, so I'm not in a hiring position right now. It's a shame, because I worked with some awesome employees at CCi. One thing I forgot in my post below. Find out now how to apply for unemployment and food stamps in your state. It varies, and the rules vary, but you need to be prepared so you don't use the wrong date, etc. Know when and how to apply and do that as soon as you are laid off. Do not leave your job before then unless you have another one, even if the stress seems unbearable. Some states make it almost impossible to get unemployment if you quit. Hope that helped!
19765 - good post. Thanks. :)
Darlene - there are two threads downstream with Dani's name in them. Read them and follow the links if you're still not convinced. She is the worst of the worst.
Some serious advice: now is the time to think about how you can cut back. You may be laid off tomorrow (seriously, CCi could declare bankruptcy soon) or it might be a month from now. Two things you NEED to be doing. Cut out all unnecessary expenses (do you have both a land line & cell, do you have an expensive cell package, do you really need more than basic cable, buy only what you need and buy cheap and in bulk, etc, etc). Also you need to be sending out resumes EVERY EVENING. Make sure yours has no typos and spend time to tailor your resume and cover letter for each job (yes, tailor your resume for EACH job). Spend TONIGHT making a list of job sites that you will check EVERY EVENING. Higheredjobs, Monster.com, your local paper's online classifieds, etc, etc. Apply for jobs both in and out of your field. Don't reject a job posting because you think you're over or under-qualified. Especially you ladies - studies have shown that women reject job ads unless they meet the qualification entirely, men don't do that. Have confidence! Don't wait! Good luck!
Hi,
Are we sure Dani Babb is a scam? I want to know since I was going to contact her for help.
Darlene
Seriously guys, anyone know any headhunters we can contact? I will need to find a new job soon, too.
Hi, I'm Dani. Contact me and give me your life savings. I will have you teach some of my classes since it is impossible for me to do all of them.
We all going to do the same as you: research for ourselves to
Find a new job.
Go to a dark alley and kick yourself for asking such a dumb question.