In his budget address on February 10, Gov. Ned Lamont announced his intent to expand broadband connectivity in Connecticut, an effort to be lauded.
Connecticut enjoys a significant competitive advantage for economic development in the Connecticut Education Network (CEN) “ … a 2,500 route mile, all optical, high-performance internet network.”
The density of CEN within Connecticut is impressively high. Connecticut taxpayers funded its initial phase; the Obama administration then added millions for further expansion, inclusive of welcoming the private sector. The impediments to leveraging this resource for economic growth are the `last mile’ connections (the distance from the network to a home or small business).
WASHINGTON â Rep. Elise M. Stefanik on Tuesday introduced a bill that would limit Chinese government involvement in American universities, and added her name to another bill that would impose sanctions on any companies affiliated with or operated by the Chinese military.
Itâs just the latest in a long line of anti-China actions taken by Rep. Stefanik, R-Schuylerville, who has said the country is âthe key challenge of the 21st centuryâ for the United States.
âThese bills come in a broader context of my very strong record as being one of the strongest members legislatively countering China,â she said in an interview Wednesday.
Congresswoman Ayanna Pressley
When the American Association of University Professors and the American Federation of Teachers recently launched a campaign to hold the nation’s colleges and universities more accountable for how they treat workers, the groups’ leaders had an ambitious goal in mind.
“It’s time to go big,” said Irene Mulvey, president of the association of professors.
At a time when unions representing faculty and staff are calling out some colleges and universities for laying off workers without dipping more deeply into their budget reserves, or for spending money on things such as renovating a football stadium, the associations are pushing the federal government to impose more strict requirements on colleges and universities that receive federal funds.
A Georgia Lawmaker Asked How Colleges Teach ‘Privilege’ and ‘Oppression.’ Here’s How They Responded Breaking News
When a state lawmaker asked the University System of Georgia about how it teaches “oppression” and “privilege,” it set off searches through course catalogues and syllabi, conversations with deans, department chairs, and faculty members and a 102-page response.
In January, Georgia Rep. Emory Dunahoo, Republican of Gillsville, asked campuses if any classes fell into three categories: Do they teach students that “possessing certain characteristics inherently designates them as either being ‘privileged’ or ‘oppressed’?” Do any classes instruct on “what constitutes ‘privilege’ and ‘oppression’?” Are there classes that characterize white, male, heterosexual, or Christian students as “intrinsically privileged and oppressive, which is defined as ‘malicious or unjust’ and ‘wrong’?”
Percent of women among top earners at 130 top research universities
Women are 60 percent of all professionals in higher education and have been earning the majority of master’s and doctoral degrees for decades. Yet women represent just 24 percent of the highest-paid faculty members and administrators at 130 leading research universities, according to a new study from Eos Foundation’s Women’s Power Gap Initiative, the American Association of University Women and the WAGE project. Women of color are even more grossly underrepresented, at just 2 percent of top core academic earners.
No Excuses
“Schools struggling to ‘find’ women and people of color for leadership positions should deeply examine their institutional cultures and seek to systematically change their hiring, retention and advancement practices to more quickly and urgently close the power and pay gaps,” the report says.