Transfer Program Between California Community Colleges and California State University Hits Milestone of 1,000 Associate Degrees for Transfer Developed

[Within the broad ICT cluster, traditional Computer Science is so far the only Transfer Model Curriculum to be developed and approved in this process.  Efforts to create a Transfer Model Curriculum pathway related to hands-on IT/ICT were rejected, because not enough CSU programs exist already to handle the massive need for a transfer pathway in that area.  Efforts to create a Transfer Model Curriculum pathway related to business information systems that would end up in CSU business department programs were rejected, because there is not enough room in the curriculum to substantially differentiate business information systems from standard business degree pathways.  So far, there have been no efforts to create a Transfer Model Curriculum pathway related to Digital Media.  The chaotic wild west of the ICT revolution continues.]

MEDIA RELEASE November 21, 2013
Contact: Paul Feist, California Community Colleges
Office: 916.327.5353 / Cell: 209.670.6240
Office E-mail: pfeist@cccco.edu
Contact: Mike Uhlenkamp, California State University
Office: 562.951.4834 / Cell: 562.756.7935
Office E-mail: muhlenkamp@calstate.edu


Transfer Program Between California Community Colleges and California State University Hits Milestone of 1,000 Associate Degrees for Transfer Developed

Students now have wide range of options for degrees that guarantee admission to CSU

SACRAMENTO – The state’s new streamlined transfer program developed by California Community Colleges and California State University now offers 1,000 associate degrees for transfer in a wide variety of disciplines, making it easier for students to transfer to CSU and earn a bachelor’s degree.

California Community Colleges Chancellor Brice W. Harris praised the academic senates from both systems for working diligently to develop the new degrees offered at the system’s 112 colleges in a way that properly aligns course requirements for smoother transfer.

“Development of 1,000 degrees over a two-year period is an astonishing feat,” Harris said. “These degrees guarantee admission to CSU, and students are quickly finding this is an attractive path for transfer. This program makes both systems run more efficiently and will go a long way in helping California meet its need for more college-educated workers.”

The Associate Degree for Transfer program allows community college students who complete an Associate in Arts for Transfer or an Associate in Science for Transfer degree with 60 units (two years) priority admission to a CSU program that is similar to the community college major as determined by CSU. Once admitted to CSU, students only have to complete an additional 60 units to earn a bachelor’s degree. (Click on the image to see one Associate Degree for Transfer student’s success story.)

“Creating more than 1,000 Associate Degrees for Transfer is an important testament to the combined work of both educational systems and a win-win achievement for our students and state,” said Chancellor Timothy P. White. “By earning both an associate’s and bachelor’s degree through this new endeavor, our graduates ‘win’ by being more competitive in the job market and earning higher wages. With the need for at least 1 million additional degreed professionals by 2025, our state also ‘wins.’ By advancing degree completion, this new transfer pathway is supporting the economic vitality of California.”

Past studies showed that community college students transferred with an average of 80 units when only 60 units are required for an associate degree. Then, upon arrival at the California State University, they often took excess units to make up for courses that did not transfer from their community college.

“The degree with a guarantee program means the world to me. It means a better life for me and my family,’’ said Maria Brown, who started at Cuyamaca College and transferred to San Diego State University. “As a former foster youth, I grew up with no parents, and I never learned about college or the opportunities that were available to youth. This program guaranteed me a spot, and it gives other former foster youth and other people of challenging backgrounds a chance to be something they never thought they could be."

In the 2012-2013 academic year, the first full year transfer degrees were available, 1,730 Associate of Science for Transfer and 3,571 Associate of Arts for Transfer degrees were awarded to California community colleges students.

For more information about the transfer program and to hear from students who have already earned these degrees and made the jump to CSU, visit ADegreeWithAGuarantee.com.

The California Community Colleges is the largest system of higher education in the nation. It is composed of 72 districts and 112 colleges serving 2.3 million students per year. Community colleges supply workforce training, basic skills courses in English and math, and prepare students for transfer to four-year colleges and universities. The Chancellor’s Office provides leadership, advocacy and support under the direction of the Board of Governors of the California Community Colleges.

The California State University is the largest system of senior higher education in the country, with 23 campuses, approximately 437,000 students and 44,000 faculty and staff. The CSU awards about 96,000 degrees annually and since its creation in 1961 has conferred nearly 2.8 million. The CSU is renowned for the quality of its teaching and for the job-ready graduates it produces. The mission of the CSU is to provide high-quality, affordable education to meet the ever changing needs of the people of California. With its commitment to excellence, diversity and innovation, the CSU is the university system that is working for California. Connect with and learn more about the CSU at CSU Social Media. Show how the CSU matters to you and take action.

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Time for the United States to Re-Skill ?

Time for the United States to Reskill? The Survey of Adult Skills, shows that our highest-skilled adults remain on par with those in other leading nations, but that, on average, American students are behind other nations in every other measure. The international rankings show that in literacy, numeracy, and problem solving in a technology-rich environment, the U.S. average performance is significantly lower than the international average. The data also show that the skill levels of U.S. adults have remained stable over two decades, and that our youngest learners are not improving their skill levels. In some other countries, young adults score well above older ones and also outpace their American peers. This shows that the disadvantages children face often persist into adulthood and learning gaps, fueled by opportunity gaps, exist among American adults.  

Importantly, the report findings shine a spotlight on a portion of our population that has historically been overlooked and underserved: the large numbers of adults with very low basic skills. Adults who have trouble reading, doing math, solving problems, and using technology will find the doors of the 21st-century workforce closed to them. The OECD report offers general recommendations as to how the U.S. can be more strategic in our reforms for the low-skilled adult learner population.  

The report offers seven broad policy recommendations for the U.S. to consider. The first is to “take concerted action to improve basic skills and tackle inequities affecting sub-populations with weak skills.” This recommendation addresses the fact that there are significant weaknesses in the skills of the U.S. population, particularly among identified subgroups, where the long-term consequences of the achievement gap can be seen in the adult population. For example, Hispanics and blacks are three-to-four times more likely to have low literacy skills than whites. While the achievement gap in K–12 schooling has been closing steadily, it is not erased and the adult population’s skill profiles still bear the signs of early inequities. The OECD calls on the United States to coordinate and align federal, state, private and philanthropic efforts to improve workforce development efforts and maximize the effectiveness with which efforts reach the scale and efficacy required to make real and lasting changes to the current skills profile.  

The second recommendation, to “strengthen initial schooling for all....” also derives from the long-term effects of poor K–12 schooling, which remain a drag on adults’ skill proficiencies. Current education reforms, such as attention to early learning, dropout prevention, and adoption of more rigorous standards, should be strengthened, accelerated, and evaluated for their continued effectiveness in preparing students with strong skills. The OECD points to the experiences of other countries, such as Korea and Finland, that leveraged early PISA findings (an international skills survey conducted among 15-year-olds) as a wake up call to marshal education reforms that have yielded lasting improvements. The reforms undertaken and the measures of their success are described in a previous OECD report: Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States. 

“Ensure effective and accessible education opportunities for young adults” is the third recommendation. It echoes President Obama’s call for more Americans to complete at least one year of postsecondary education and training in order to succeed in the 21st century global economy. It also reflects the efforts that are underway to reform high schools by making career and technical pathways available to more students. The OECD recognizes that although the pipeline to education exists, many low-skilled and low-income youth and adults are not able to complete their degrees or training programs. Reforms to college access, cost, and developmental education are urgently needed.  

“Link efforts to improve basic skills to employability.” This fourth recommendation draws on previous OECD work in career and technical education, recognizing that the integration of basic skills and work-based learning can be a powerful accelerator for disengaged or low-skilled youth and adults. It opens what OECD calls a “virtuous cycle” of synergistic learning and motivation. This recommendation requires cooperation with employers and industry groups to embed work experiences of all kinds into education pathways and to keep job-specific skills updated in the curriculum.  

“Adapt to diversity,” the fifth recommendation, notes that within the U.S. adult profile is a range of distinct sub-populations with a variety of needs, including young immigrants with language barriers, disconnected youths, adults with learning disabilities, and dislocated workers facing digital literacy challenges. Accordingly, the adult low-skilled population is not homogenous. The OECD recommends developing a range of interventions specifically targeted to the needs and strengths of the various learners and their capacities to engage in education and training.  

The sixth recommendation, to “build awareness of the implications of weak basic skills among adults, their links with other social factors…” refers to those social factors linked to skills as revealed in this survey. These include positive civic behaviors such as voting and volunteering, as well as improving health status and prevention behaviors. In the U.S., the correlation between poor health status and low literacy, numeracy, and problem-solving skills is twice as strong as the international average. In fact, U.S. adults with low skills are four times more likely to report only “fair” or “poor” health. This combination presents great challenges to both the individual and the health providers to communicate and address the prevention, management, and treatment of disease and unhealthy behaviors.  

The final recommendation, to “support action with evidence,” recognizes that the U.S. capacity for research and evaluation is unsurpassed and calls on the research community to pay more attention to the education and training of low-skilled youths and adults to identify a repertoire of effective, replicable, and scalable practices. To jumpstart this focus, the OECD and the Educational Testing Service are co-sponsoring a researcher training on the dataset and analysis tools this week (registration is full). The Department has also committed to further training opportunities for researchers. Future issues of OVAE Connection will give information on how to participate in these opportunities.  

Stay up to date with all the PIAAC-related publications, briefings, and events at www.piaacgateway.com.

The overview and main findings of the Survey of Adult Skills were released by the Organization for Economic Cooperation and Development (OECD). This direct assessment, part of the Program of International Assessment of Adult Competencies, (PIAAC), was conducted with nationally representative samples in 23 countries, among adults aged 16 through 65. Based on the survey, OVAE requested OECD to prepare the report, Time for the United States to Reskill? What the Survey of Adult Skills Says. This report analyzes data from the survey and details the status of American adult competencies within our economic, demographic, and social structures and makes policy recommendations to boost adult skill levels. 

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Robert Half Technology 2014 Technology Salary Guide and Calculator

2014 TECHNOLOGY SALARY GUIDE

THE VALUE OF INNOVATION

Robert Half Technology

Open doors with our 2014 Salary Guide. Discover the latest IT salary data and trends.

Get started with your free 2014 Salary Guide or access our IT salary calculator now.

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Netflix, YouTube Account for 50% of North American Data Traffic

 

by Karl Bode 10:43AM Monday Nov 11 2013  DSLReports

According to Sandvine’s latest Global Internet Phenomena Report, Netflix and YouTube alone account for more than 50% of all Internet traffic across North America. The study, which compiles data from more than 250 ISPs, also noted that P2P's share of overall network data continues to plummet, with peer-to-peer filesharing falling below 10% of total North American traffic (down from 60% 11 years ago). Some additional bullet-pointed statistics from the latest report:

•iOS updates accounted for 20% of North America Internet traffic on release day.

•In North America, the top 1% of subscribers who make the heaviest use of the network’s upstream resources account for 39.8 percent of total upstream traffic.

•Average monthly mobile usage in Asia-Pacific now exceeds 1 gigabyte, driven by video, which accounts for 50% of peak downstream traffic. This is more than double the 443 megabyte monthly average in North America.

•In Europe, Netflix, less than two years since launch, now accounts for over 20% of downstream traffic on certain fixed networks in the British Isles. It took almost four years for Netflix to achieve 20% of data traffic in the United States.

•Instagram and Dropbox are now top-ranked applications in mobile networks in many regions across the globe. Instagram, due to the recent addition of video, is now in Latin America the 7th top ranked downstream application on the mobile network, making it a prime candidate for inclusion in tiered data plans which are popular in the region.

•Netflix (31.6%) holds its ground as the leading downstream application in North America and together with YouTube (18.6%) accounts for over 50% of downstream traffic on fixed networks.

•P2P Filesharing now accounts for less than 10% of total daily traffic in North America. Five years ago it accounted for over 31%.

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ICT jobs in California ripe for the picking

November 01, 2013 by Matthew Grant Anson  California Economic Summit



(photo credit: Mike Poresky)

Mike Rowe knows a thing or two about skilled work. For a decade he’s jumped headfirst into all sorts of skill-heavy modes of employment for Dirty Jobs, and his time embracing the dirty has resulted in some economic wisdom.

“The thing I hear over and over and over and over again from small business owners and entrepreneurs is how hard it is to find workers with the combination of the right skills and willingness to work their butts off,” he told Inside Edition back in August.

Although Rowe was talking about skilled workers like mechanics and plumbers, this quote rings just as true in the field of Information Communication Technology (ICT). The rapid growth of the ICT field is the California economy’s best kept secret, but the California Workforce Association and the California Workforce Investment Board are looking to change that.

The first step in getting the word out was an October 30th webinar, which was the first of many bringing together economic big-shots from across the state to talk about what ICT is and how the skills involved will be the lifeblood of the California economy for years to come.

“We’re living in a changed world today,” said James Jones, executive director of the Mid-Pacific ICT Center. “Twentieth century economies were dominated by transportation and energy and manufacturing, while 21st century economies are increasingly dominated by information knowledge and innovation. ICT’s a paradigm shift that a lot of people have not yet gotten their heads around.”

First, a bit of clarification: The difference between ICT and IT is virtually negligible. They are mostly interchangeable, but while IT is a somewhat generic term, ICT stresses “the role of unified communications and the integration of telecommunications.” What’s important, however, is that these jobs in computers, software, and programming are exploding in a way that benefits the economy at large.

“ICT workers were responsible for 75 percent of US productivity growth from 1995 to 2002, and its workers contribute three to five times more productivity than non-ITC workers,” Jones said. “From 2001 to 2011, ICT jobs increased by 22.2 percent. [The sector] grew 95 times faster than employment as a whole, and its workers earn 74 percent more than the average worker.”

And therein lies the problem: the jobs are there, but there aren’t enough bodies to fill them. Despite the fact that each ICT job creates 4.3 more in the economy and ICT workers earn double the median wage in California, over half the companies in California report difficulty finding appropriately skilled ICT workers.

“That’s completely messed up in this period of high unemployment,” Jones said. “The situation is going to get worse because a large proportion of the existing ITC workforce is getting ready to retire.” Translation: it’s already hard to fill these jobs now, and the situation for employers is about to get worse. If people were properly trained, the unemployment rate would likely plummet in the coming years at the hands of the ICT sector alone.

So, how well is California getting its citizens trained for a chance at one of these jobs? The answer is troubling. San Francisco and the Bay Area at large may be the fastest growing ICT job market in the US, but 50 percent of the high schools there do not offer a single ICT-related class option for students.

Additionally, what is offered in California is far from standardized, as what is considered compulsory teaching in one program may not be in another. Jones stressed that 3 out 4 employers say a common training framework for ICT education is paramount.

Tim Rainey, executive director of the California Workforce Investment board, put the litany of data and figures into some context. “We’re in a retraining economy,” he said. “To be successful today, people need to have broad-based and employable skills. It no longer works to train people for a specific job or occupation.”

It’s simple wisdom – diversify and thrive – but that’s what makes it powerful. The California Economic Summit has made creating the next-generation workforce one of its seven Signature Initiatives. The Workforce Action Team will emphasize careers in high-demand fields through CTE partnerships and STEM career pathways.

Moving California forward isn’t just about creating new industries, but taking advantage of the opportunities in ones that are already here. That’s why California Forward, in partnership with the California Stewardship Network, is going all in on the California Economic Summit. Just one week away (!), the Summit will set an economic path down which California can move fluidly and confidently.

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Joint Workforce Development, CBO and MPICT Webinar Recording: ICT, a New Kind of Sector that Affects Almost Everything

Please feel free to share with organizations and people you think may be interested in the topic.

The next webinar will be live-cast from the California Workforce Association Youth Employment Conference, January 28 - 30, 2014.  We will have a webinar that includes both in-person and online participation.  Registration information for the webinar will be available in December.

We look forward to learning with you again soon!

Bob Lanter, Executive Director

California Workforce Association

Tim Rainey, Executive Director

California Workforce Investment Board

Barrie Hathaway, Executive Director

The Stride Center

Jennifer Riggs

California Emerging Technology Fund

James Jones, Executive Director

Mid-Pacific ICT Center (MPICT)

www.mpict.org

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Free October 30th ICT Sector Workforce Webinar

 

The California Workforce Association and the California Workforce Investment Board invite you to join a webinar on:

 

Information and Communication Technologies (ICT)

A New Kind of Sector That Affects Almost Everything 

 

Wednesday October 30, 2013

10:00 AM - 11:00 AM

 

Presenters Include:

• Bob Lanter, Executive Director, California Workforce Association
• Tim Rainey, Executive Director, California Workforce Investment Board
• James Jones, Executive Director, Mid-Pacific ICT Center (MPICT)
• Barrie Hathaway, Executive Director, The Stride Center

Agenda

• What is ICT & Why's It So Important to Economic Development and Workforce?
• Perspectives from the Field: WIBs and EDD, CBOs, Higher Education
• Promising Practices
• Next Steps

This is the first in a series of webinars that will explore Information and Communication Technologies (ICT) in Workforce. Other webinar topics may include:

• Workforce Readiness - Digital Literacy, the New Basic Skill
• ICT Employment Marketplace Challenges
• ICT Education and Training Pathways
• Engaging on ICT with and within the Workforce System

Register Here:

 

http://calworkforce.org/ict_in_workforce_webinars.html

 

Learn Why ICT Is Important To What You Do!

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S.F.’s tech community needs to support our schools

by Matt Haney San Francisco Examiner



Geri Lavrov/Getty Images

Skyrocketing rents. Google buses. New restaurants on every corner. There is an impassioned conversation happening in San Francisco about the latest tech boom and the deep impact it is having on the fabric and character of our city. It is a hot topic in newspapers and blogs, and San Franciscans are debating it at coffee shops, parks and dinner tables.

In all of this, one question has been conspicuously absent: What does the tech boom mean for our city’s schools? And what should we ask the tech community to do to support the next generation of San Franciscans?

As the only millennial on the San Francisco school board, I have a unique perspective. Googlers and Facebookers are my peers and friends. I believe there is an important place for them in San Francisco, and that they are here to stay. I also know that in order to build 21st-century schools and an inclusive, prosperous San Francisco, we need their help.

It is critical that we open up opportunities for all of our children to benefit from our city’s economic, cultural, and social dynamism and innovation. Far too many of our young people, particularly those in the most disadvantaged parts of our city, are increasingly unable to access the experiences and skills to stay and thrive here as adults.

Building innovative technology companies in San Francisco is admirable and a valuable contribution to our city’s economy and culture, but their presence alone is not charity. Living in a city with new startups popping up every day and tens of thousands of tech company employees has to mean something more for our kids than higher rent, fancy coffee shops and Muni delays.

There are concrete, positive actions that our tech community can take right now to help restore San Francisco’s social contract with our children and families. No student in San Francisco schools should be without a mentor, a paid internship, or access to training in coding and computer engineering. Tech companies should work with The City to establish a local-hire pipeline to recruit, develop and hire San Francisco residents. Our public schools should be hotbeds of innovation where students and teachers — at every grade level — are equipped with the latest technology and know how to use it.

Amping up the positives of a tech presence for our schools is essential, but it does not diminish the need for a serious conversation to address gentrification and affordability. The consequences of a rapidly ballooning tech sector are real, especially for children — when families are displaced or have trouble affording food or rent, there is a huge impact on students and their academic success. In fact, it is these very costs that create a heightened responsibility on the part of tech companies to our city’s kids and families.

The incentive is there for both sides: Working closely with our city’s tech sector to support our youths will break down barriers, leading to greater mutual understanding, local talent pipelines and stronger, more equitable communities.

There are already great examples of the tech community’s contributions to building 21st-century schools — Salesforce.com, Zynga, sf.citi, the Sara & Evan Williams Foundation and others have come forward to support our schools. Just this week, Mayor Ed Lee, the San Francisco Unified School District and Salesforce launched a Middle School Leadership Initiative, a comprehensive approach to transforming the middle school experience for our students including full integration of digital content and iPad technology. Building on these efforts, we need a policy-based, coordinated movement, embraced by public officials and leaders in the tech community to expand upon these promising beginnings.

It’s time to broaden public dialogue across San Francisco about what our residents expect of our tech community — not only how to address the serious challenges, but also how to build on the latest San Francisco tech expansion and create opportunities for our children, our families and our schools.

Matt Haney is a member of the Board of Education.

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CA Career Cafe: Join a Professional Association

CA Career Café

"The way of the world is meeting people through other people.”

• Robert Kerrigan

Did you know?

Joining a Professional Association while still on campus can help students learn about their prospective career paths and offer a wealth of experiential and networking opportunities. Professional organizations exist for almost every profession from artists to zoo keepers. These non-profit organizations host meetings, conventions, and virtual workshops. Introduce your students to Professional Associations via the California Career Café where students can access Cool Connections, a Professional Association database.

Try this…

• Ask your students about Professional Associations…

What is a Professional Association?
Can you name some Professional Associations?
Why join a Professional Association?

• Share your own Professional Association experiences.
• View video.
• Access this Professional Association database and identify associations related to your discipline.
• Distribute the Student Activity, review the directions, and complete.
• Discuss the possibilities and power of networking cards.

Add an Experience!

Have students try the Connect to a Professional Association student lesson on CaCareerCafe.com. Encourage students to make a personal connection via phone, email or in person using their networking card as part of their introduction.

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Blu-Ray albums target hi-fi fans

8 October 2013 Last updated at 10:09 ET BBC

By Mark Savage BBC News entertainment reporter

Back to Black is among the albums to be re-mastered in high definition

Continue reading the main story

Related Stories

• Tech firms to make Blu-ray successor
• The cassette makes a comeback
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Record companies are trying to tempt fans away from MP3s by releasing albums in a crystal-clear Blu-Ray format.

Nirvana's Nevermind and Amy Winehouse's Back To Black will be among the first records to be released in the format, which comes to the UK this month.

Listeners will need a Blu-Ray player and a stereo system to play the discs, which promise to deliver "the sound as it was intended by the artist".

However, high-fidelity audio products have failed to catch on in the past.

DVD-Audio and Super Audio CD (SACD), both of which launched in the early 2000s, delivered better quality sound than ordinary CDs but faltered in the marketplace.

The new format, officially called Pure Audio, uses similar encoding techniques to those predecessors but, crucially, has the support of all the major record labels from the outset.

Pioneered by Universal Music, it launched in France earlier this year, where the initial batch of 35 titles have already achieved sales of more than 500,000.

One album, Mylene Farmer's Monkey Me, has sold 84,000 copies on Blu-Ray alone - which would be enough to ensure a top 10 placing in the UK charts.

How it works

Ordinary CDs take a "snapshot" of a piece of music 44,100 times every second (known as a sample rate of 44.1kHz).

Each snapshot is captured to a certain degree of accuracy - there are 16 digital "bits" per sample, giving a range of 65,536 possible values.

Most of the albums released in the new Blu-Ray audio format are sampled at 96kHz (96,000 snapshots per second) at 24-bit resolution (giving 16,777,216 possible values).
Universal Music says the format allows users to hear "the full richness and depth of an artist's vision".

The BBC was given several tracks to audition, comparing them directly to the equivalent songs on CD and MP3 through a home stereo system.

Stevie Wonder's I Wish opened up, with a rounder, fuller bass and the intricate hi-hat work sounding crisp and bright.

Bob Marley's Is This Love sounded more spacious than the muddy MP3, with Marley's soulful vocals so clear he could almost have been in the room.

The clarity wasn't always an advantage, however: Serge Gainsbourg's spittle-flecked come-ons in L'hotel Particulier sounded doubly creepy in full resolution.

But despite the improvement in clarity, the question remains: Will fans accept the format?

Although they are lower quality than a CD, the portability of MP3s and Apple's iTunes format proved more alluring to consumers than either SACD or DVD-Audio, which are no longer manufactured in any great number.
Niche audience
"It's all about timing," said Olivier Robert Murphy, global head of new business at Universal.

"When SACD launched it was supported by only part of the industry, and you had to buy a 1,000 euro (£842) player. Here, we have 33% of the population that already has a Blu-Ray player at home."

Record labels boosted profits by persuading fans to re-purchase their favourite albums on CD in the '80s

"The magic of this format is that you buy a £60 player, you put the disc in, you play it through a basic stereo sound system - the sound is incredible."

Warner Music and Sony have already released albums on Blu-Ray in France and Japan, while Universal plans to issue 200 albums in 14 countries "very quickly".

At launch, the UK catalogue will contain albums such as The Velvet Underground and Nico's self-titled debut, Queen's A Night At The Opera and Marvin Gaye's What's Going On?

Classical releases include the Berlin Philharmonic's interpretation of Mahler's Symphony No.5 and Rolando Vilazon's collection of Verdi's works for the tenor.

Murphy acknowledged the selection relied heavily on heritage acts.

"It's not necessarily a strategy," he told the BBC, "but what we realised is that initially we're talking to specialists, we're talking to a niche".

"I'm talking about the guy who spent 40 grand on his hi-fi system. Let's face it, this guy is probably 35-plus, and likes heritage artists."

Bob Marley's timeless hits collection Legend was the third biggest-selling title during the French launch

However, Murphy said the long-term goal was to release new albums in the format, too.

"For me, it could represent a very nice percentage of physical sales," he said.

"When I see that we're selling more vinyl now than in 2002, I know there is an appetite for this kind of music."

But, in an admission of modern listening habits, albums purchased in the Blu-Ray format will come with a free copy of the lower-quality digital version.

"Blu-Ray is a copy-protected format," said Murphy. "If someone has spent £15 on a product, he should have the right to put it on their iPod and listen to it when he's doing his fitness programme."

Eventually, the Pure Audio files could be distributed digitally themselves - but with a four-minute song needing 1GB of storage space, Murphy said it would be "three to four years" before that was a reality.

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For Boston’s techiest academies, even cutting edge doesn’t seem like enough

 

09/30/2013 | 11:43 AM, By George LeVines / Boston.com 



Tuesday afternoon just before the bell, ninth-graders in Joyce White’s class are learning to make gradients with Adobe Illustrator.

Malik’s gradient is a clean, circular grayscaled approach. The girl across the aisle from Malik has taken a chaotic, technicolor start to her assignment. Both are students at TechBoston Academy, a public pilot school that was leading the charge in using technology to teach when the doors opened 2002.

TechBoston is still near the forefront when it comes to using technology but as Nora Vernazza, co-headmaster, acknowledges, the game has changed since 2002. Learning to make gradients might not be enough.

More advanced computer literacy — especially learning to read and write code — are getting some attention in Boston area high schools. Widespread use of computers isn’t exactly new, so why the buzz now?

Trinity College Computer Science professor Ralph Morelli said he thinks Chris Bosh and will.i.am may be the culprits. The NBA star and recording artist were featured in a February YouTube video posted by Code.org endorsing early code literacy and education, even calling it a “superpower”.

Anyone who has ever clicked “Save” in a text editor only to watch a program come alive knows that indeed the experience can be a special one. But Boston area schools aren’t exactly capturing the magic just yet.

A July Boston Globe article reported a two-sided problem. Both slim offerings and a lack of interest from students stymie the current status of computer science education but a handful of innovators are beginning to address what Code.org estimates will be a 1,000,000 job surplus in computing jobs by 2020.

Ralph Morelli is one of those people. Morelli is amongst a group that created new Advanced Placement curriculum in computer science called Computer Science: Principles. The College Board — charged with Advanced Placement oversight — gives a May 2016 projected release for a credited version of the course.

The existing iteration of the AP exam in computer science is an in depth enterprise into the Java language. That curriculum has struggled as 15 times the number of kids take the chemistry and calculus AP exams than the current computer science offering, Morelli said.

“My idea was to use App Inventor to teach CS priciples,” Morelli said referring MIT’s Android application development platform.

Two instructors in Massachusetts are trying out the material on their students in the curriculum’s second phase of piloting.

Kelly Powers, chair of Marlborough’s Advanced Math and Science Academy (AMSA) Charter School computer science department, and Eric Henry, of Boston Public’s O’Bryant School of Math and Science, are both giving the course a run through this year.

Each spent their time in the industry and each — like Chris Bosh and will.i.am — knows the importance of computer literacy that goes beyond using Microsoft suite and dives into the realm of understanding, communicating and creating with the machines we use casually every day.

“[The current computer science AP] is the only [math and science] AP that has declining enrollment and it’s something we really need to look at,” Henry said.

Henry currently has 31 students enrolled in his pilot course. Getting students engaged with computers when they are young is something that needs to happen not just as a city or state but as a country, Henry said.

“They need to learn not just how to use applications but how to think in a 21st century way,” he said.

At AMSA in Marlborough the situation is different for Kelly Powers. AMSA is unique in that computer science is part of the core curriculum. Students are using the coding education tools Scratch and Alice as early as sixth grade. In seventh they move on to learning Python. HTML and Javascript as eighth-graders and a choice between pure Java and the pilot AP course as ninth-graders. By tenth grade students are looking into what it really means to design a web site by looking at the business decisions involved.

The goal at AMSA is getting people to understand that the education system is not building crucial computational thinking skills, Powers said.

“If you have children wouldn’t you want your kids to get this exposure,” she said, “We’re not equipping them with the skills they’re going to need in the 21st century.”

AMSA is also partnered with the Massachusetts Computing Attainment Network (MassCAN, not to be confused with MassCann a marijuana legalization coalition) a group with both public and private backing that aims to bring a standardized foundation in computing to all Massachusetts students.

Heather Johnson Carey, executive committee member of MassCAN and a senior vice president of the Education Foundation for the Mass Technology Leadership Council said in an email that the current “groundswell” of attention to computing education is due to both industry struggling to find skilled technology workers, students struggling to find jobs and a common understanding that tech powers much of our personal and professional lives.

“It’s no longer enough to know how to just use technology, you must understand how to build it,” Carey said.

In June MassCAN addressed state lawmakers and education officials regarding their hopes. It’s a massive undertaking that Vernazza – along with some other educators – looks at apprehensively.

Getting staff up to scratch and running into quantity over quality issues with such a broad stroke approach are among Vernazza’s concerns.

MassCAN became associated with its work on standardization early on and is misperceived as only taking a top down approach, Carey said in response to the criticism. The organization will be revealing some news about district engagement later this month, said Carey.

Back at TechBoston, Vernazza is addressing the needs at her school. She hopes to provide every student with tech electives that would act as a core class in the near future. She tasked a Harvard intern with creating a Technology Integration Leadership Team and said she wants take advantage of all the tech industry in Boston and Cambridge to foster the transition.

Will it work?

“It has to. If we are TechBoston, we need to provide that foundation,” said Vernazza.

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San Francisco tech job growth leads nation

Sep 30, 2013, 11:03am PDT  San Francisco Business Times


Bloomberg
San Francisco Mayor Ed Lee.



Patrick Hoge Reporter- San Francisco Business Times

The city of San Francisco led the nation in tech job growth for the last five years, according to a new report released today by the Bloomberg Technology Summit, which San Francisco Mayor Ed Lee is co-sponsoring this year with New York Mayor Michael Bloomberg.

San Francisco’s tech employment rose 51.8 percent over the 2007 to 2012 period, according to the study by South Mountain Economics, which focused particularly on New York, which has also seen significant employment growth in the tech/information sector, including traditional tech companies as well as media and information companies.

“San Francisco comes out number one in terms of growth of the tech/information sector,” said study author Michael Mandel. Brooklyn (Kings County) and Wake County, Fla., came out number two and three, with 21 percent growth and 18.2 percent, respectively, while Santa Clara posted gains of 15.5 percent.

Mayor Lee recently said there are 1,892 tech companies in San Francisco, up 3.6 percent from the prior year, representing 45,493 jobs.

Mandel speculated that one reason why San Francisco and New York City saw such strong gains is because both are centers of media and information companies.

“The way that i think about technology, the current growth wave, is that it’s not pure tech anymore. It’s really pure tech converging with information,” Mandel said. “That may explain why San Francisco has done so well in this round.”

Growth in the tech/information sector enabled New York to increase private sector employment by 4 percent between 2007 and 2012, even as national private sector payrolls fell by 3 percent, Mandel found. In fact, he said because of the growth of the tech/information sector, New York City’s share of the nation’s private sector employment now stands at its highest level since 1992.

California's unemployment rate increased slightly during August to 8.9 percent, up from 8.7 percent in July. Unemployment nationwide, by comparison, was 7.3 percent.

Unemployment in San Francisco, by contrast, fell to 5.6 percent in August from 6 percent in July. Statewide, San Francisco, Marin, and San Mateo continue to hold the lowest unemployment rates.

New York City’s tech/information sector grew by 11 percent from 2007 to 2012, adding 26,000 jobs and $5.8 billion in wages to the local economy, which in turn fueled private sector job growth that was four times that of the New York suburbs over the period, the study showed. The Big Apple’s tech/information sector supports 262,000 jobs and contributes nearly $30 billion to payrolls, making it the second largest driver of the New York economy.

Also Monday, the Bloomberg Technology Summit released a companion study by the Boston Consulting Group, which interviewed more than 50 tech executives from New York and San Francisco that showed both cities have fostered tech sector growth by developing five key conditions: growing a strong talent pipeline, supporting a vibrant tech community, leveraging local early stage capital, expanding tech infrastructure and office space, and engaging with existing industries.

In San Francisco, for example, Mayor Lee holds weekly events at local tech companies, and he led the successful effort to eliminate payroll taxes for companies in the central city.

The second annual Bloomberg Technology Summit, which aims to help other cities learn from New York and San Francisco’s successes, is being co-sponsored by Bloomberg Philanthropies and the San Francisco Citizens Initiative for Technology & Innovation (sf.citi), a trade group of San Francisco tech companies.

The first session of the summit is taking place in New York on Monday, while the second will be held in San Francisco next March. A newly announced third session will be held in London next year as well.
Patrick Hoge covers technology for the San Francisco Business Times.

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Digital Media Content & Technology Spend to Reach $1 Trillion in 2013

by Jack Loechner,   MediaPost

According to a new report by PQ Media, digital media spending, including unit purchases, subscription access, hardware, software and related services, accounted for 58.7% of worldwide expenditures on overall digital and traditional media content & technology in 2012  

With expanded broadband and wireless capabilities, increased demand for digital content and devices, and the emerging generation of digital natives, global consumer spending on digital media content & technology grew 11.9% in 2012 to $860.39 billion.

Consumer spending on digital media increased at a 14.5% CAGR in the 2007-12 period, while traditional media expenditures rose only 1.4% compounded annually. Average spending per consumer worldwide nearly doubled in the 2007-12 period, reaching $161.83 per capita in 2012, according to the report. Concurrently, end-user spending on traditional media inched up only $3 over the five-year period.

According to the report, consumer spending on digital media content & technology is expected to grow 11.9% again in 2013, and is forecast to climb at a 10.8% CAGR over the next five years to $1.44 trillion in 2017. Digital media growth is being boosted by the rapid increase in penetration rates of smartphones and broadband internet access worldwide, as well as growing middle classes in the emerging BRIC markets, and heavy rich media consumption by GenX and Millennial consumers, says the report.

Patrick Quinn, President & Publisher, PQ Media, says “… the most tech-savvy markets are those with… the world’s heaviest users of digital media… and the highest per-capita annual spending on digital media and technology… consumer digital media spending is… driving the shift in advertising and marketing budgets to digital media channels… ”

Total spending on broadband and wireless data subscriptions surpassed $100 billion in 2012, while four other digital media segments topped $50 billion, including digital games, apps & microtransactions; multiplayer online games; computer tablets; and computer laptops & notebooks.
Other key findings from the study include:

• Per-capita spending on digital media will jump to $259.48 in 2017, an increase of almost $100 over 2012
• US consumer spending on digital media content& technology increased 7.1% to $158.79 billion in 2012, as America remained the world’s largest digital media market, though China will surpass the US as the world’s largest market in 2017
• BRIC countries grew the fastest in the 2007-12 period, generating gains of more than 16% in 2012, led by Russia, up 18.2%. Brazil, India and China followed
• The average consumer in the most tech-savvy markets spent more than $800 per capita on digital media in 2012
• Digital media spending exceeded 50% of total media content & technology expenditures in 10 of the top 15 countries worldwide in 2012, with South Korea ranked first with an 84.2% share

To access the report, please visit PQ Meida here.

Read more: http://www.mediapost.com/publications/article/210199/digital-media-content-technology-spend-to-reach.html#ixzz2gPfmEsxO

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BAVC Bridges at City College of San Francisco

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Los Angeles public housing residents to receive digital literacy training, low-cost computers and WiFi access

By Amy Stewart posted on August 1, 2013 Techwire

The California Emerging Technology Fund (CETF) is investing $300,000 with the Housing Authority of the City of Los Angeles (HACLA) and non-profit organizations to develop a model to connect Los Angeles public housing residents to WiFi, provide bilingual digital literacy training and offer low-cost computers to residents, according to a press release.

The program, called the Smart Housing Pilot Partnership, will attempt to lower the digital divide among low-income Californians in Los Angeles public housing. Four in ten Latinos, households earning less than $40,000 per year and people with disabilities do not have broadband at home, according to the Public Policy Institute of California.

“There is ample evidence that broadband empowers people and transforms lives in compelling ways,” said Sunne Wright McPeak, president and CEO of CETF in the announcement. “In 21st Century California, it’s simply not acceptable that so many public housing communities still do not have broadband network, and we urge our state leaders to act to change that.”

CETF and HACLA, as well as other advocates for public housing, are supporting pending legislation SB 740 and AB 1299, which have goals of providing broadband access to 98 percent of California households by Dec. 31, 2015, and to establish the Broadband Public Housing Account within the California Advanced Services Fund to allow $25 million to be available for grants and loans to public housing communities to install broadband and provide computer skills training to residents.

The Smart Housing Pilot Partnership will implement full services at two Los Angeles public housing locations: Mar Vista Gardens, a 600-unit complex which will provide free Internet access, bilingual computer skills training and low-cost computers and laptops; and Jordan Downs, which will receive computer skills training and devices.

“The way we teach our children, conduct business at work, and communicate with each other is undeniably connected with having access to the Internet,” said Douglas Guthrie, President and CEO of HACLA. “We must ensure that everyone has an equal opportunity to benefit from these tools.”

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Pluralsight Technology Training and Education Grants

Pluralsight, the premier provider of technology training solutions for businesses and academic institutions is now proving educational grants. Pluralsight is committed to helping K-12, community colleges and higher ed institutions to increase the skills and knowledge of students in computer related courses and degree programs.  

To learn more about our grants please go to: http://pluralsight.com/training/Products/Academic

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Educause: Top-Ten IT Issues, 2013: Welcome to the Connected Age

Educause has released its 2013 Top-Ten IT Issues article and Top-Ten Issues Website. They are excellent reads, documenting many of the challenges to education related to the disruption and enablement of technology.

 

From the article:

 

"The EDUCAUSE IT Issues Panel has identified its annual top-ten IT issues for higher education. This year's issues reflect the increasing interconnections among external forces, institutional strategic priorities, and information technology in higher education.

External Forces

 

"Technological innovations occurring in the consumer space, e-learning, and middleware, software, and infrastructure are bringing to higher education institutions new personal devices, applications, and environments; new options for developing, sourcing, managing, and delivering enterprise applications and services; and new opportunities and source materials for designing, delivering, and taking courses. Advances in data- and text-analysis software, data visualization, processing, and storage are making it possible to easily ask and answer increasingly more complex questions with data.

 

"The enduring global recession and fitful recovery have made arguably permanent changes to the economics of higher education. Moody's 2013 outlook for all of higher education is negative. All revenue sources—from tuition, state appropriations, research, and endowments—are "strained." Moody warns that "the US higher education sector has hit a critical juncture in the evolution of its business model" and that most colleges and universities "will have to lower their cost structures to achieve long-term financial sustainability and fund future initiatives."1 Along with changes in the economy, student demographics have also altered: more students are part-time, older, and non-residential. American Council on Education (ACE) President Molly Broad's conclusion for higher education is that "business as usual is not in the future cards and we must innovate."2

 

"Business practices have been evolving as well, and those practices are increasingly viewed as both foundational to any well-run enterprise and highly relevant to higher education. Advances in and ongoing experience with process reengineering and management, continuous improvement, project and portfolio management, shared services, and service management have made these practices both more rigorous and more flexible at a time when higher education is looking for ways to reduce administrative costs without impeding the core missions of teaching and research.

 

New Strategic Priorities

 

"The boundaries between academia and the rest of the world have never been more porous. These external forces are shaping the strategic priorities of higher education institutions. Four priorities in particular are widespread and highly pertinent to information technology:

 

1. "Contain and reduce costs. The bleak economic outlook and reduced funding sources are making it imperative to reduce or at the very least contain the growth of costs. Efficiencies are sought, and business best practices are often viewed as the best path to achieving efficiencies.
2. "Achieve demonstrable improvements in student outcomes. The practice of measuring, improving, and reporting student outcomes is moving from highly desirable to imperative. The window of opportunity for colleges and universities to shape how they define, measure, and improve student outcomes—rather than react to external requirements—is shrinking.
3. "Keep pace with innovations in e-learning, and use e-learning as a competitive advantage.3 Whether driven by the explosive interest in open educational resources (OERs), most notably Massive Open Online Courses (MOOCs), or by explorations in using technology to develop and implement new academic credentialing models like badging and competencies, presidents, chancellors, and provosts are eager to use technology to help inform and transform postsecondary education.
4. "Meet students' and faculty members' expectations of contemporary consumer technologies and communications. Students and faculty not only expect that they will be able to use their smartphones, tablets, and consumer-based apps in their academic work but also expect that their institutions' services will work as elegantly and effectively as commercial services.

 

"These strategic priorities are achievable, thanks to intensifying connections among data, systems, processes, and services. For years, higher education institutions have been building systems that gather, process, and report institutional data on siloed functions such as finance, human resources, facilities, research activities, and student performance. Institutions have created siloes of themselves as well, rarely seeking to connect their data, systems, processes, or services with those of other institutions. It is only by connecting these siloes—within and across institutions—that we will be able to achieve our institutions' common strategic priorities.

 

Internal Transformations and Disruptions

 

"All these roads lead to information technology. As the thinking goes, costs can be lowered by automating reengineered business processes and moving applications to outsourced, open source, or cloud solutions. Information technology can enable state-of-the-art analytics with mature data warehouses and advanced business intelligence systems that provide real-time and accessible reporting, dashboards, and data visualizations as well as systems that provide just-in-time advice and alerts to enable students and their advisors and instructors to take action to improve performance or enable administrators to optimize services and processes. Information technology can help shape and implement new e-learning strategies.

 

"Whether we use the term disruption, transformation, opportunity, or simply change, the impact on IT departments and staff is enormous. IT organizations are scrambling to devise new strategies for security and support in response to explosive uses of data and the consumerization of information technology (and, with changing demographics and e-learning strategies, the consumerization of higher education). CIOs are struggling to fund, resource, and organize the numerous and simultaneous new initiatives. And IT managers and staff are trying to adapt their roles and skills to an entirely new environment.

 

Welcome to the Connected Age

 

"Higher education, meet the business world. Information technology, meet the consumer. Faculty, meet OERs. Siloed institutions, meet cost-cutting legislatures and financially strapped students. From every vantage point, independence is giving way to interdependence. Underlying all of this is the influence of information technology in multiplying connections among people, data, processes, and systems.

 

"EDUCAUSE President and CEO Diana Oblinger has identified higher education as entering a new connected age. In the March/April 2013 issue of EDUCAUSE Review, she noted: "Higher education has always been about more than information, no matter how quickly that information can be disseminated or how much of that information can be stored. Our institutions have always been communities driven by connections—connections among faculty, students, research, education, disciplines, communities, and the institutions themselves. In the connected age, it doesn't matter where the information is, where the student is, or where the faculty member is. What matters is the value that comes from the connection. . . . In the connected age, data, collaboration tools, and communities can come together in ways never before possible. . . . Technology makes the connected age possible."4

 

"The top-ten IT issues of 2013 illustrate these growing connections and our current responses to them. Some issues most clearly reflect external forces and how those forces are shaping institutional strategy. Some issues focus on the ensuing internal transformations and disruptions. Taken as a whole, however, this is a story of higher education's first steps into the connected age.

 

Top-Ten IT Issues, 2013

 

1. Leveraging the wireless and device explosion on campus
2. Improving student outcomes through an approach that leverages technology
3. Developing an institution-wide cloud strategy to help the institution select the right sourcing and solution strategies*
4. Developing a staffing and organizational model to accommodate the changing IT environment and facilitate openness and agility
5. Facilitating a better understanding of information security and finding appropriate balance between infrastructure openness and security
6. Funding information technology strategically*
7. Determining the role of online learning and developing a sustainable strategy for that role
8. Supporting the trends toward IT consumerization and bring-your-own device*
9. Transforming the institution's business with information technology*
10. Using analytics to support critical institutional outcomes*

*Also one of the 2012 Top-Ten IT Issues"

 More detailed discussion on each of these issues is available in the article and report.

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Google Offers $35 Chromecast Streaming Video Device

by Karl Bode Thursday 25-Jul-2013

 

In addition to unveiling their latest Nexus 7 tablet, Google yesterday turned heads with the release of Chromecast, a $35 device that plugs into a television's HDMI port and allows users to stream content from their phone, tablet or PC directly to their television. According to the Google blog announcement, the device works with Netflix, YouTube, Google Play Movies & TV, and Google Play Music, with more services on the way.

The device is already on sale over at Amazon, where quite amusingly it already has 42 user reviews despite the fact nobody has really used it yet.

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Microsoft Offers Steep Education Discount on Surface RT

By Stephanie Mlot
June 18, 2013 02:40pm EST PCMag
School may be out for the summer, but learning never takes a break, and neither do educational promotions.

Microsoft is reducing the price of its ARM-based Surface RT tablet for schools and universities during a two-month, limited-time offer.
Advertisement

"It's important Microsoft does its part to help get devices into the hands of educators that help prepare today's students with skills modern businesses demand," a Microsoft spokeswoman said in a statement.

The promotion will run from June 24 to Aug. 31, offering Surface RTs without a keyboard for $199 (down from $499); tablets with a touch keyboard for $249 (normally $599), and those with a type keyboard for $289 (down from $629).

Available to K-12 and high-education institutions, the offer is good in Australia, Austria, Belgium, Canada, China, Denmark, Finland, France, Germany, Ireland, Italy, Japan, Korea, Mexico, Luxembourg, the Netherlands, Norway, Portugal, Russia, Singapore, Spain, Sweden, Switzerland, the U.K., and the U.S.

Microsoft is expected to share more details during next week's International Society for Technology in Education (ISTE) 2013 conference, as well as online in its Education Newsroom.

Last week, Microsoft revealed plans to give away 10,000 Surface RT devices during the upcoming ISTE conference as part of the Windows in the Classroom Surface Experience Project.

"Educators using Surface RT have the best of both worlds," Margo Day, vice president of U.S. education for Microsoft, said at the time. "The wonderful experience of a tablet combined with a no-compromise experience of a full-functioning laptop that includes Office and allows for creation and collaboration, and not just consumption."

For more, see PCMag's review of the Microsoft Surface with Windows RT and the slideshow above.

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California ICT Deputy Sector Navigators Announced!

See ICT Deputy Sector Navigator awards!

This is a great opportunity to improve ICT education at California Community Colleges.

Intent-to-Award: Deputy Sector Navigators Grantees The Chancellor’s Office Division of Workforce & Economic Development has announced the intent-to-award grants to establish a network of Deputy Sector Navigators in support of the Doing What MATTERS for Jobs and the Economy (DWM) framework. Deputy Sector Navigators will collaboratively work in-region to advance curricular pathways in sectors important to regional economies. "This is another milestone for our system in answering the call of our regional and state economies. Through these grants, we are identifying talent on the ground who can work with colleges and their partners to align and articulate curriculum consistent with labor market demands. While a skill gap may be difficult to address in silos, we will find more solutions when we can bring forth the collective regional capacity," states Van Ton-Quinlivan, Vice Chancellor of Workforce and Economic Development. These grantees were selected through a competitive statewide process, and upon formal Board of Governors approval and standard RFA processes, these Deputy Sector Navigators will be added to the 2013-14 Directory found at http://doingwhatmatters.cccco.edu/Contact.aspx. This Directory will be the source of the most updated contact information. ADVANCED MANUFACTURING Sector Navigator: Jose Anaya Email: janaya@elcamino.edu RFA Number & Region District Deputy Sector Navigator 13-152-001 North Sierra Joint CCD Carol Pepper-Kittredge cpepper-kittredge@sierracollege.edu 13-152-004 Interior Bay Peralta CCD Mark Martin mark.martin@design4X.com 13-152-009 Central Valley Sequoias CCD C. Louann Waldner, Ph.D. louannw@cos.edu 13-152-010 South Central Santa Clarita CCD Joe Klocko joe.klocko@canyons.edu 13-152-007 Desert/Inland Empire Chaffey CCD Ken Eaves keneaves@hotmail.com 13-152-002 Los Angeles El Camino CCD David Gonzales dgonzales@elcamino.edu 13-152-008 Orange North Orange County CCD Norma A. Alvarado nalvarado@sce.edu 13-152-006 San Diego/Imperial San Diego CCD Trudy Gerald tgerald@sdccd.edu   ADVANCED TRANSPORTATION & RENEWABLES Sector Navigator: Peter Davis Email: outrchpd@me.com RFA Number & Region District Deputy Sector Navigator 13-153-002 Interior Bay San Francisco CCD Gerald Bernstein gbernste@ccsf.edu 13-153-003 Desert/Inland Empire Desert CCD Larry McLaughlin lmclaughlin@collegeofthedesert.edu 13-153-001 Los Angeles Cerritos CCD Jannet Malig jmalig@cerritos.edu 13-153-004 San Diego/Imperial San Diego CCD Gregory M. Newhouse gnewhous@sdccd.edu   LIFE SCIENCES/BIOTCHNOLOGY Sector Navigator: Sandra Slivka Email: sslivka@sdccd.edu RFA Number & Region District Deputy Sector Navigator 13-154-002 Interior Bay Ohlone CCD Josie Sette jsette@ohlone.edu 13-154-001 San Diego/Imperial San Diego CCD Wendie Johnston wajohnston@mac.com   AGRICULTURE, WATER, & ENVIRONMENTAL TECHNOLOGY Sector Navigator: Nancy Gutierrez Email: nancy.gutierrez@reedleycollege.edu RFA Number & Region District Deputy Sector Navigator 13-155-002 Far North Shasta-Tehama-Trinity CCD Greg O’Sullivan grego@edoncall.com 13-155-003 Bay West Valley-Mission CCD David Esmaili david.esmaili@westvalley.edu 13-155-005 Central Valley Yosemite CCD Don Borges borgesd@mjc.edu 13-155-001 South Central Allan Hancock Joint CCD Margaret Lau margaret.lau@hancockcollege.edu   HEALTH Sector Navigator: Linda Zorn Email: zornli@butte.edu RFA Number & Region District Deputy Sector Navigator 13-156-005 Far North Butte-Glenny CCD Trudy L. Old oldtr@butte.edu 13-156-011 North Los Rios CCD Sue Hussey husseys@scc.losrios.edu 13-156-003 Bay Area West Valley-Mission CCD Cynthia Harrison cynthia.harrison@wvm.edu 13-156-006 Interior Bay Solano County CCD Barbara Brock bbrock@napavalley.edu 13-156-007 Central Valley Sequoias CCD Valerie Fisher valerief@cos.edu 13-156-008 South Central Santa Clarita CCD Walter Penniman II walter.penniman@canyons.edu 13-156-010 Desert/Inland Empire Desert CCD Avante Simmons asimmons@collegeofthedesert.edu 13-156-004 Los Angeles Rio Hondo CCD Shari Herzfeld sherzfeld@riohondo.edu 13-156-001 Orange Coast CCD Mary O'Connor moconnor@gwc.cccd.edu 13-156-002 San Diego/Imperial Grossmont-Cuyamaca CCD Ann Durham ann.durham@gcccd.edu   GLOBAL TRADE & LOGISTICS Sector Navigator: Jeffrey Williamson Email: jeff.Williamson@rccd.edu RFA Number & Region District Deputy Sector Navigator 13-157-001 North Los Rios CCD Brooks Ohlson ohlsonb@losrios.edu 13-157-012 Bay Area San Mateo County CCD Richard Soyombo soyombo@smccd.edu 13-157-004 Interior Bay Peralta CCD Petural Shelton pshelton@peralta.edu 13-157-007 Central Valley Merced CCD Jeanette Benson benson.j@mccd.edu 13-157-002 South Central Santa Barbara CCD Melissa Moreno melissa.moreno@sbccd.edu 13-157-005 Desert/Inland Empire Riverside CCD Lily Wong lily.wong@rccd.edu 13-157-010 Los Angeles Long Beach CCD Lynn Stewart 12.stewart.cw@lbccd.edu 13-157-008 Orange Rancho Santiago CCD Jetza Torres torres.jetza@rsccd.edu 13-157-003 San Diego/Imperial Southwestern CCD Victor Castillo vcastillo@swccd.edu   INFORMATION COMMUNICATION TECHNOLOGY (ICT)/ DIGITAL MEDIA Sector Navigator: Stephen Wright Email: steve@wrightca.com RFA Number & Region District Deputy Sector Navigator 13-158-001 Far North Butte-Glenn CCD Myron Curtis curtismy@butte.edu 13-158-007 Bay Area Hartnell CCD Olivia Davalos odavalos@hartnell.edu 13-158-009 Central Valley State Center CCD Dennis Mohle dennis.mohle@fresnocitycollege.edu 13-158-008 South Central Santa Clarita CCD Paula Hodge paula.hodge@canyons.edu 13-158-011 Desert/Inland Empire San Bernadino CCD Albert R. Maniaol amaniaol@sbccd.cc.ca.us 13-158-003 Los Angeles Los Angeles CCD Dan Watanabe watanabedan-ideas@yahoo.com 13-158-006 Orange Rancho Santiago CCD Gustavo Chamorro chamorro_gustavo@rsccd.edu 13-158-010 San Diego/Imperial San Diego CCD Rose M. LaMuraglia rlamurag@sdccd.edu   SMALL BUSINESS Sector Navigator: Charles Eason Email: charles.eason@solano.edu RFA Number & Region District Deputy Sector Navigator 13-159-004 Bay Area Cabrillo CCD Alex Kramer alframer@cabrillo.edu 13-159-002 Far North Shasta-Tehama-Trinity CCD Darren Gurney dgurney@shastacollege.edu 13-159-005 Interior Bay Napa Valley CCD Charles Monahan cmonahan@napavalley.edu 13-159-008 Central Valley San Joaquin Delta CCD Lorinda Forrest lorfor@gmail.com 13-159-003 South Central San Luis Obispo CCD Israel Dominguez israel_dominguez@cuesta.edu 13-159-011 Desert/Inland Empire Victor Valley CCD James Johnson james.johnson@vvc.edu 13-159-001 Los Angeles Los Angeles CCD Kourt Williams> williakd@lacitycollege.edu 13-159-006 Orange Rancho Santiago CCD Leila Mozaffari mozaffari_leila@rsccd.edu 13-159-009 San Diego/Imperial Mira Costa CCD Joe Molina jmolina@miracosta.edu   ENERGY (EFFICIENCY) & UTILITIES Sector Navigator: Jim Caldwell Email: jcaldwell@workforceincubator.org RFA Number & Region District Deputy Sector Navigator 13-160-001 Bay Area Foothill-DeAnza CCD Catherine Ayers ayerscatherine@fhda.edu 13-160-003 Los Angeles Rio Hondo CCD Bruce Noble bruce.noble@riohondo.edu   RETAIL/HOSPITALITY/TOURISM 'LEARN AND EARN' Sector Navigator: TBD RFA Number & Region District Deputy Sector Navigator 13-161-001 Central Merced CCD Gayla Jurevich gayla.jurevich@mccd.edu 13-161-003 Bay Area San Mateo County CCD Andrea Vizenor andreavizenor@yahoo.com 13-161-002 Orange Rancho Santiago CCD Ruth Cossio-Muniz cossio-muniz_ruth@rsccd.edu   Regards, Van Ton-Quinlivan, Vice Chancellor Workforce & Economic Development Division Chancellor’s Office, California Community Colleges 1102 Q Street, 4th floor executive offices, Sacramento, CA 95811 916-327-5492 or vtquinlivan@cccco.edu For appointments, please contact Gary Alexander:  916-445-2949 or galexander@cccco.edu. Follow me on Twitter @WorkforceVan. Find Jobs & Economy tips at http://doingwhatmatters.cccco.edu/.

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