Institutions of education, and the system of which they are a part, face a host of unprecedented challenges from forces in society that affect and are influenced by these very institutions and their communities of learners and educators. Among these forces are sweeping demographic changes, shrinking provincial budgets, revolutionary advances in information and telecommunication technologies, globalization, competition from new educational providers, market pressures to shape educational and scholarly practices toward profit-driven ends, and increasing demands and pressures for fundamental changes in public policy and public accountability relative to the role of higher education in addressing pressing issues of communities and the society at large. Anyone of these challenges would be significant on their own, but collectively they increase the complexity and difficulty for education to sustain or advance the fundamental work of serving the public good.Through a forum on education, we can agree to: Strengthening the relationship between higher education and society will require a broad-based effort that encompasses all of education, not just individual institutions, departments and associations.Piecemeal solutions can only go so far; strategies for change must be informed by a shared vision and a set of common objectives. A “movement” approach for change holds greater promise for transforming academic culture than the prevailing “organizational” approach.Mobilizing change will require strategic alliances, networks, and partnerships with a broad range of stakeholders within and beyond education.The Common Agenda is specifically designed to support a “movement” approach to change by encouraging the emergence of strategic alliances among individuals and organizations who care about the role of higher education in advancing the ideals of a diverse democratic system through education practices, relationships and service to society.A Common AgendaThe Common Agenda is intended to be a “living” document and an open process that guides collective action and learning among committed partners within and outside of higher education. As a living document, the Common Agenda is a collection of focused activity aimed at advancing civic, social, and cultural roles in society. This collaboratively created, implemented, and focused Common Agenda respects the diversity of activity and programmatic foci of individuals, institutions, and networks, as well as recognizes the common interests of the whole. As an open process, the Common Agenda is a structure for connecting work and relationships around common interests focusing on the academic role in serving society. Various modes of aliening and amplifying the common work within and beyond education will be provided within the Common Agenda process.This approach is understandably ambitious and unique in its purpose and application. Ultimately, the Common Agenda challenges the system of higher education, and those who view education as vital to addressing society’s pressing issues, to act deliberately, collectively, and clearly on an evolving and significant set of commitments to society. Currently, four broad issue areas are shaping the focus of the Common Agenda: 1) Building public understanding and support for our civic mission and actions; 2) Cultivating networks and partnerships; 3) Infusing and reinforcing the value of civic responsibility into the culture of higher education institutions; and 4) Embedding civic engagement and social responsibility in the structure of the education systemVISION We have a vision of higher education that nurtures individual prosperity, institutional responsiveness and inclusivity, and societal health by promoting and practicing learning, scholarship, and engagement that respects public needs. Our universities are proactive and responsive to pressing social, ethical, and economic problems facing our communities and greater society. Our students are people of integrity who embrace diversity and are socially responsible and civilly engaged throughout their lives.MISSION The purpose of the Common Agenda is to provide a framework for organizing, guiding and communicating the values and practices of education relative to its civic, social and economic commitments to a diverse democratic system.GUIDING PRINCIPLESI believe social justice, ethics, educational equity, and societal change for positive effects are fundamental to the work of higher education. We consider the relationship between communities and education institutions to be based on the values of equally, respect and reciprocity, and the work in education to be interdependent with the other institutions and individuals in society.We will seek and rely on extensive partnerships with all types of institutions and devoted individuals inside and outside of higher education.We realize the interconnection of politics, power and privilege. The Common Agenda is not for higher education to self-serve, but to “walk the talk” relative to espoused public goals. We understand the Common Agenda as a dynamic living document, and expect the activities it encompasses to change over time.THE COMMON AGENDA FRAMEWORK The general framework for the common agenda is represented in the following diagram. It is clear that while goals and action items are organized and aliened within certain issues areas, there is considerable overlap and complimentarity among the issues, goals and action items. Also, following each action item are names of individuals who committed to serve as “point persons” for that particular item. A list of “point persons,” with their organizational affiliation(s) is included with the common agenda.ISSUESISSUE 1: MISSION AND ACTIONSPublic understanding more and more equates higher education benefits with acquiring a “good job” and receiving “higher salaries.” To understand and support the full benefits of higher education the public and higher education leaders need to engage in critical and honest discussions about the role of higher education in society. Goal: Develop a common language that resonates both inside and outside the institution. Action Items: Develop a common language and themes about our academic role and responsibility to the public good, through discussions with a broader public.Collect scholarship on public good, examine themes and identify remaining questions. Develop a national awareness of the importance of higher education for the public good through the development of marketing efforts.Goal: Promote effective and broader discourse. Action Items: Raise public awareness about the institutional diversity within and between higher education institutions.Identify strategies for engaging alumni associations for articulating public good and building bridges between higher education and the various private and public sector companies. Develop guidelines of discourse to improve the quality of dialogue on every level of society. Organize a series of civil dialogues with various public sectors about higher education and the public good.ISSUE 2: DEVELOPING NETWORKS AND PARTNERSHIPSApproaching complex issues such as the role of higher education in society that requires a broad mix of partners to create strategies and actions that encompass multiple valued perspectives and experiences.Broad partnerships to strengthen the relationship between higher education and society involves working strategically with those within and outside of higher education to achieve mutual goals on behalf of the public good.Goal: Create broad and dispersed communication systems and processes.Action Items:Create an information and resource network across higher education associations Create information processes that announce relevant conferences, recruit presenters and encourage presentations in appropriate national conferences Develop opportunities for information sharing and learning within and between various types of postsecondary institutions (e.g. research-centered communities).Goal: Create and support strategic alliances and diverse collaborations.Action Items: Establish and support on-going partnerships and collaborations between higher education associations and the external community (e.g. civic organizations, legislators, community members) Explore with the public how to employ the role of arts in advancing higher education for the public good Promote collaboration between higher education and to address access, retention, and graduation concernsISSUE 3: INSTILLING AND REINFORCING THE VALUE OF CIVIC RESPONSIBILITY INTO THE CULTURE OF HIGHER EDUCATION INSTITUTIONSEducation should attend to the implicit and explicit consequences of its work, and reexamine “what counts” to integrate research, teaching and service for the public good to the core working of the institution.Goal: Emphasize civic skills and leadership development in the curriculum and co-curriculum.Action Items: Develop and implement a curriculum in colleges and universities that promote civic engagement of students Create co-curricular student and community programs for leadership and civic engagement development Develop learning opportunities, inside and outside of the classroom, that promote liberty, democratic responsibility, social justice and knowledge of the economic system Develop student leadership and service opportunities that focus on ethical behavior Teach graduate students organizing and networking skills, and encourage student leadership and Diversity educationGoal: Foster a deeper commitment to the public good.Action Items: Work with faculty on communication skills and languages to describe their engagement with the public, and educate faculty for the common good Identify models for promotion and tenure standards Identify models for faculty developmentGoal: Identify, recognize, and support engaged scholarship.Action Items: Identify and disseminate models and exemplars of scholarship on the public good Encourage the participation in community research Help institutions call attention to exemplary outreach. Establish a capacity building effort for institutionsGoal: Bring graduate education into alignment with the civic mission.Action Items: Work with disciplinary associations to hold dialogues on ways graduate student training can incorporate public engagement, involvement and service Promote “civic engagement” within academic and professional disciplines according to the disciplines’ definition of “civic engagement” Incorporate the concept of higher education for the public good into current graduate education reform effortsISSUE 4: EMBEDDING CIVIC ENGAGEMENT AND SOCIAL RESPONSIBILITY IN THE STRUCTURE OF THE HIGHER EDUCATION SYSTEMPromoting the public benefits of higher education requires system efforts beyond institutions to intentionally embed values of civic engagement and social responsibility in governance practices, policy decisions, and educational processes.Goal: Align governing structures and administrative strategies.Action Items: Develop ways to improve student and the community involvement in the governance and decision making process of educational institutions. Identify and promote ways for institutions to improve involvement with the public and the practice of democracy within their own institution. Establish public good/civic engagement units that orchestrate this work throughout institutions.Goal: Publicly recognize and support valuable engagement work.Action Items: Offer public awards that reward institutions with demonstrable track record in serving the public good in order to encourage institutionalization of performance around the public good and civic engagement.Develop a comprehensive inventory of funding sources, association activities, initiatives, and exemplary practices that advance the public good. Identify, recognize, and support early career scholars who choose to do research on higher education and its public role in society.Goal: Ensure that assessment and accreditation processes include civic engagement and social responsibility.Action Items: Identify service for the public good as a key component in provincial and federal educational plans (e.g. Master Plans, provincial budgets, and professional associations).Bring higher education associations and legislators together to broaden current definition of student outcomes and achievement, and develop a plan for assessment.Develop strategies and processes to refocus system-wide planning, accreditation and evaluation agendas to consider criteria assessing the social, public benefits of education.Goal: Cultivate stronger ties between the university, federal and provincial government.Action Items: Develop a 2-year implementation plan that joins the university rector / Pro-rector and Director with provincial legislators to engage in an assessment of the needs of the public by province Host a series of dialogues between trustees and provincial legislators to discuss the role of universities and public policy in advancing public good at a local, provincial, and national level.
As a frequent business traveler, you must stay abreast of the latest business travel news. For example, a new flight company may have entered your area and may be offering attractive travel packages with cheaper airfares or better travel facilities. If you do not know about this new travel service, you may be losing a lot in terms of airfares and travel facilities. Perhaps the pilots of the airline you are traveling by go on strike the very day you have planned to board the plane. How you wish you had known it beforehand!Business travel news also includes your awareness of the geographical situation and latest weather report of your destination. You may be traveling from a tropical country and you are suddenly required to travel to some destination which remains covered with ice and snow with strong cold winds howling all the year round. Now suppose you carry nothing but some light clothes in your suitcase; your predicament can now better be imagined than described.Keep in mind the language spoken in your destination country. It may not be an English speaking country. So you need to make arrangement for a guide or an interpreter to take you around the city.The place you may be traveling to may be infested with criminals and pickpockets. The fraudulent misuse of credit card information is widely prevalent in China. So you may have to pay heavily for being ignorant about the law and order situation in such countries.Again, you are not allowed to drive a car in China even if you have a driver’s license in your own country. You therefore cannot hire a car in China to drive it yourself like you can do in many European countries or America.Finally, the Internet is a great source for the latest news, which it provides by the hour.
Depending on your interests you can choose from work that is indoors or outdoors. Some positions require a great amount of skill or training while others are just physically demanding.General Construction Occupations
In the general construction arena there can be many rewarding positions. You can choose many fields of expertise in the construction industry. Some top positions are Electricians, Carpenters, Roofers and Brickmasons.You can also choose careers that are not on the fore front of the actual building process. Some of these positions include construction or electrical estimators, construction engineers and sales.Getting Started in the Construction Industry
Depending on the field of expertise you are choosing to pursue there may be technical or vocational schools or training that you might consider.Many people start in the construction industry as a laborer or helper and work many years to develop their experience. However, certain careers do need formal education and on the job experience.Many trades have apprenticeship programs where you can learn your trade by working with experienced workers.Certain occupations, such as electricians may have licensing requirements which will vary by state.Environment
To pursue a career in the construction industry you should have the ability to endure long hours and should be in good physical condition.In this field, you may be exposed to different weather conditions as depending on your project you may be outdoors or in partially enclosed buildings.Safety
Work in this industry does come with its share of risk. Many workers are prone to injury due to the demanding nature of the positions and the type of weather that they may be forced to work in.To reduce the number of injuries to construction workers many safety regulations are mandated. Some of these regulations are safety clothing, gloves, hardhats and devices to protect eyes, mouth and hearing.Nature of the Industry
There are three areas of construction. The first area, construction of buildings, is when a contractor builds a residential, industrial, commercial or other type of building.The second area is heavy and civil engineering construction, which involves the construction of sewers, roads, bridges and tunnels.The third area is specialty trade contractors, in which construction is related to a particular area like plumbing or electrical work.