text:
Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Planning
Scott L. Howell, PhD
Brigham Young University
Peter B. Williams, M.S.
Brigham Young University
Nathan K. Lindsay, M.S.
University of Michigan
Recent issues in this journal and other prominent distance-learning journals have established the need for administrators to be informed and prepared with strategic plans equal to foreseeable challenges. This article provides decision makers with 32 trends that affect distance learning and thus enable them to plan accordingly. The trends are organized into categories as they pertain to students and enrollment, faculty members, academics, technology, the economy, and distance learning. All the trends were identified during an extensive review of current literature in the field
Informed Planning
Recent issues in this journal and other prominent distance-learning journals have established the need for administrators to be informed and prepared with strategic plans equal to foreseeable challenges. This article provides decision makers with 32 trends that affect distance learning and thus enable them to plan accordingly. The trends are organized into categories as they pertain to students and enrollment, faculty members, academics, technology, the economy, and distance learning. All the trends were identified during an extensive review of current literature in the field.
In a recent issue of Distance Learning Administration, Beaudoin (2003) stressed the importance for institutional leaders "to be informed and enlightened enough to ask fundamental questions that could well influence their institution's future viability" (p. 1). Example questions included "How many faculty will we be needed in ten years? Will the notion of classrooms survive? Is the present structure of the institution viable? Will teachers and students need to meet on campus anymore? [and] Can the organization's decision makers respond to new competitors?" Given these and other pressing questions, decision makers must clearly understand all influencing factors. Institutions need not only pose difficult questions, they must answer them from an informed perspective.
Decision makers often rely on long-term demographic and economic projections, based on current trends and foreseeable influences, in their strategic planning (Reeve, 2002). While demographic and economic predictions are essential in planning distance learning, they alone are not sufficient. Other major influences complicate the issue, such as the rapid advancement of technology, shifts in higher education audiences and learner profiles, faculty members' reactions, adapting campus cultures, and unsettled tensions between administrators, faculty members, and distance learning leaders. These and many other factors can compound one another in ways difficult to predict. While identifying trends does not offer solutions to distance-learning challenges, decision makers will benefit by carefully considering each trend as it affects institution and goals.
The trends presented in this article were identified during an integrative literature review, conducted to summarize the current state and future directions of distance education. Books, journal articles, reports, and web sites were selected based on their currency (most references were published within the last 3 years) and relevance to distance education, information technology, and impact on the larger, higher education community. For this review, researchers collected citations identifying and supporting unique trends in a document that grew to over 140 pages. Themes emerged as the analysis progressed regarding students and enrollment, faculty members, academics, technology, the economy, and distance learning. The citations were then ordered in sub categories and specific trends, and condensed for publication.
Student/Enrollment Trends
1. The current higher education infrastructure cannot accommodate the growing college-aged population and enrollments, making more distance education programs necessary.
Callahan (2003) noted at a recent UCEA conference that the largest high school class in U.S. history will occur in 2009. In corroboration of this projection, a survey conducted by the US Department of Education, National Center for Education Statistics predicted that college enrollment will grow 16% over the next ten years (Jones, 2003). Reeve and Perlich, in projecting similar growth rates for the state of Utah, added this insight: "Because college and university attendance are not restricted to this 'traditional' age group, this presents only a partial measurement of the projected demand for higher education" (Reeve & Perlich, 2002, p. 3). With this growth in college-age population and enrollments and the need for more lifelong learning for adults, many institutions acknowledge that within the decade there will be more students than their facilities can accommodate (Oblinger, Barone, & Hawkins, 2001). Scalable distance-education models may provide a solution to capacity constraints growing enrollments place on the current higher education infrastructure.
2. Students are shopping for courses that meet their schedules and circumstances.
More and more learners are requiring flexibility in program structure to accommodate their other responsibilities, such as full-time jobs or family needs (PSU, 1998). With these constraints, students shop for courses that best accommodate their schedules and learning styles, and then transfer the credit to the university where they will earn their degrees (Johnstone, Ewell, & Paulson, 2002; Paulson, 2002; Carnevale, 2000c). Johnstone et al. (2002) refer to this notion of acquiring and exchanging credit at different institutions than the one they receive their degree from as "academic currency" and note that it is growing—as of 1999, 77% of all students graduating with a baccalaureate degree had "attended" two or more institutions.
Students' demand is being supported and answered. In 1998, 83% of governors identified "allowing students to obtain education anytime and anyplace via technology" as a critical characteristic of universities in the twenty-first century (de Alva, 2000 pp. 34, 38). Given the demand and response, education is becoming a commodity, making consumers of students and putting them in a position to shop for the best deal (Johnstone et al., 2002; Pond, 2003; West, 1999; Dubois, 1996).
One result of the highly competitive e-learning market will be institutions that specialize in meeting particular niches in the market (Gallagher, 2003). Morrison and Barone (2003, p. 4) observed, "We can see the beginnings of the trend toward the unbundling of courses, credits, services, and fee structures." Dunn foresaw a similar trend, predicting that "courseware producers will sell courses and award credits directly to the end user and thus, through intermediation, bypass the institutional middleman" (Dunn, 2000, p. 37). The transition may also blur the distinction between two- and four-year colleges and universities (Carr, 1999). In this context of greater "portability," more educational "brokers" (e.g., Western Governor's University, Excelsior College, Charter Oak State College, etc.) will exist (Pond, 2003). Further, as de Alva has asserted, "Institutional success for any higher education enterprise will depend more on successful marketing, solid quality-assurance and control systems, and effective use of the new media than on production and communication of knowledge" (de Alva, 2000, p. 40).
3. Higher-education learner profiles, including online, information-age, and adult learners, are changing.
Online students are becoming an entirely new subpopulation of higher-education learners. They are "generally older, have completed more college credit hours and more degree programs, and have a higher all-college GPA than their traditional counterparts" (Diaz, 2002, pp. 1-2). For example, Diaz has noted that online students received twice as many A's as traditional students and half as many D's and F's.
The modern, traditional-age college students are unlike past generations. They are "interested in [qualifications from] small modules and short programs … and in learning that can be done at home and fitted around work, family, and social obligations" (Bates, 2000, p. 5). Information-age learners prefer doing to knowing, trial-and-error to logic, and typing to handwriting. Multitasking is a way of life for them, staying connected is essential, and there is zero tolerance for delays. Further, modern literacy includes not only text but also image and screen literacy—it involves navigating information and assembling knowledge from fragments (Oblinger et al., 2001; Jones & Pritchard, 2000).
Today's adult learners differ still from traditional college-age students. They tend to be practical problem solvers. Their life experiences make them autonomous, self-directed, and goal- and relevancy-oriented—they need to know the rationale for what they are learning. They are motivated by professional advancement, external expectations, the need to better serve others, social relationships, escape or stimulation, and pure interest in the subject. Their demands include time and scheduling, money, and long-term commitment constraints. They also tend to feel insecure about their ability to succeed in distance learning, find instruction that matches their learning style, and have sufficient instructor contact, support services, and technology training (Dortch, 2003; Diaz, 2002; Dubois, 1996).
4. The percentage of adult, female, and minority learners is increasing.
Approximately "42 percent of all students at both private and public institutions are age 25 or older" (Aslanian, 2001, p. 4). Not only are they numerous, adult learners are the fastest-growing population in higher education. While the number of 18-24-year-old students increased only 41% between 1970 and 2000, the number of adult students increased 170% (Aslanian, 2001; "Lifelong," 2002). Some factors that might influence this phenomenon include "the growth of continuing education programs, economic necessity, the rapidly changing job market, changes in the economy, and the simple aging of student populations" (Bishop, 2003, p. 374).
Like growth in adult learners, the percentage of women and minority learners is increasing. More women than men now enroll in college (57% of students are women), a trend supported by the fact that more women are entering the workforce ("Lifelong," 2002). Among minorities, the proportion of women is even higher: "60% of Hispanic and two-thirds of African-American college students are women" (Cetron, 2003, p. 10). If enrollment follows population projections, higher education can expect this trend to continue—the Hispanic population in the U.S. is expected to increase 63% by 2020, reaching 55 million people ("Lifelong," 2002).
5. Retention rates concern administrators and faculty members.
Studies comparing online course retention rates with traditional courses are inconclusive. This may be due to "the newness of online education, but individual schools and organizations are reporting that their online programs have as high or higher rates of retention as their traditional classroom offerings" (Roach, 2002, p. 23). Some claim that distance education attrition is high. A Chronicle of Higher Education article in 2000 reported that "no national statistics exist yet about how many students complete distance programs or courses, but anecdotal evidence and studies by individual institutions suggest that course-completion and program-retention rates are generally lower in distance-education courses than in their face-to-face counterparts" (Brady, 2001, p. 352).
Brigham (2003), in a benchmark survey of four-year institutions' distance education programs, found that 66% of the distance-learning institutions have an 80% or better completion rate for their distance education courses; 87% have 70% or better completion. Diaz (2002) asserted, and others (Bolam, 2003; Allred, 2003) concur, that "many online students who drop a class may do so because it is the 'right thing' to do. In other words, because of the requirements of school, work, and/or family life in general, students can benefit more from a class if they take it when they have enough time to apply themselves to the class work … they may be making a mature, well-informed decision."
Faculty Trends
6. Traditional faculty roles are shifting or "unbundling."
"Rather than incorporating the responsibility for all technology- and competency-based functions into a single concept of 'faculty member,' universities are disaggregating faculty instructional activities and [assigning] them to distinct professionals" (Paulson, 2002, p. 124). Doing this involves a "deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways" (Paulson, 2002, p. 126). Distance education teams include administrators, instructional designers, technologists, and instructors/facilitators (Miller, 2001; Williams, 2003). The functions of instructors and facilitators then include being a "facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison" (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001).
The role of faculty members in distance education requires "some specialized skills and strategies. Distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students [and] work in teams when appropriate" (PSU, 1998, p. 4). Distance faculty members must be experts in maintaining communication, because there is increased demand for student interaction in distance learning (NEA, 2000). Finally, they may have to assume more administrative responsibilities than is true in a residential model (PSU, 1998).
7. The need for faculty development, support, and training is growing.
Faculty members tend initially to try to use their conventional classroom methods to teach at a distance and then become frustrated when attempts are unsuccessful (Dasher-Alston & Patton, p. 14). In Green's (2002) survey of the role of computing and information technology in U.S. higher education, chief academic and information technology officials rated "helping faculty integrate technology into their instruction" the single most important IT issue confronting their campuses over the next two or three years (p. 7). An EDUCAUSE survey supported the issue's importance: "faculty development, support, and training" were rated the fifth overall strategic concern, as well as the fifth IT issue most likely to become even more significant in the next year. However, despite IT leaders' rising concern over the issue, it is not yet among their top ten uses of time or resources (Crawford et al., 2003).
8. Faculty tenure is being challenged, allowing for more non-traditional faculty roles in distance education.
Faculty tenure status is coming under more fire as new state, private, and for-profit distance-learning universities are created. For example, Florida Gulf Coast University, a new distance-learning state university, and BYU-Idaho, a private four-year university, will not have tenured faculty members. The results of de Alva's 2000 survey support this trend: governors rated "maintaining traditional faculty roles and tenure" as the least desirable characteristic of a twenty-first century university (p. 34). Since distance educators and administrators must secure instructors and course content experts, access to on-campus professors and their arrangements with the university become significant factors affecting distance education. Contributions to distance education rarely move faculty members toward tenure; therefore, dissolving tenure might make them more likely to participate in distance education efforts.
9. Some faculty members are resisting technological course delivery.
As long as distance education contributions are not considered in tenure and promotion decisions, and as long as professors have their own, traditional ways of delivering their courses, many faculty members will be reluctant to participate in online courses (Oravec, 2003). Concerning this reluctance, Dunn has predicted that many faculty members will revolt against technological course delivery and the emerging expectations their institutions will have of faculty members. Dunn forecast that some of the resistance will even be manifest through unionization and strikes (Dunn, 2000). Some have suggested the labor-intensive and time-consuming demands required to develop online modules as reasons for faculty resistance (Brogden, 2002).
10. Faculty members who participate in distance education courses develop better attitudes toward distance education and technology.
Despite some resistance, the results of a four-year study by McGraw-Hill showed a strong increase in overall faculty support for technology in education, with only 22% viewing it as important in 1999 and 57% in 2003. Instructors feel that Web-based technology is helping them achieve their teaching objectives (McGraw-Hill Ryerson, 2003).
A 2002 study similarly showed that "most teachers (85%) were not philosophically opposed to distance education" (Lindner, 2002, p. 5). Further, teaching at a distance improves perceptions of distance education factors: "Faculty members who had not taught distance education courses perceived the level of support as lower than those who had" (Lindner, 2002, p. 5). Carr (2000) found similar results: 72% of those who had taught distance-learning courses were favorable, compared with 51% who had not taught at a distance.
11. Instructors of distance courses can feel isolated.
Despite growing support among faculty members for distance learning, there are acknowledged drawbacks. "Design teams and instructors must anticipate isolation that can be felt by instructors who are separated from their students. This isolation may affect instructor satisfaction, motivation, and potential long-term involvement in distance learning" (Childers & Berner, 2000, p. 64). Childers and Berner (2000) anticipated the potential for feeling isolated and suggested that "feelings of isolation may be offset by the instructor's ability to work with peers in other institutions or with students across the globe" (p. 64).
12. Faculty members demand reduced workload and increased compensation for distance courses.
An NEA survey reported that faculty members' top concern about distance education was that they will do more work for the same amount of pay, apparently a merited concern. The NEA (2000) found that most faculty members do spend more time on their distance courses than they do on traditional courses, and 84% of them do not get a reduced workload. Similarly, 63% of distance faculty members receive no extra compensation for their distance courses.
A UCEA survey of four-year institutions found that 64% of faculty members were compensated for distance courses with normal, on-campus salary; 74% were additionally given development stipends. However, 82% of respondents added a qualifier about how compensation for distance learning depended on the type of course, the rank of the faculty member, and other factors (Hickman, 2003).
Academic Trends
13. Knowledge and information are growing exponentially.
One cannot dispute that there is proliferation of new information: "In the past, information doubled every 10 years; now it doubles every four years" (Aslanian, 2001, p. 5; see also Finkelstein, 1996). This growth in information will certainly continue to dramatically impact higher education and learning in general. Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
14. The institutional landscape of higher education is changing: traditional campuses are declining, for-profit institutions are growing, and public and private institutions are merging.
Changes in the institutional landscape may magnify competition among educational providers and allow new models and leaders to emerge. "For-profit institutions are the fastest-growing sector in education" (Gallagher, 2003; Pond, 2003). Currently, only 4 to 5% of all higher-education students are enrolled with for-profit providers, but 33% of all online students are enrolled with these same providers (Gallagher, 2003). As Bates (2000) has observed, this phenomenon could have a dramatic impact on higher education:
The private sector will concentrate on those areas where profits are most easily made, such as business programs and information technology courses. However, it will leave those areas that cannot pay their way, such as many arts and social science programs, and possibly health science because of the high cost, to the public sector. With the loss of cross-subsidy, the higher education sector will be in even more financial trouble. (p. 6; see also Anderson, 2001). However, accompanying the growth in Internet usage (see trend 23).
Berge (2000) describes for-profits' practice as "picking the low hanging fruit" by offering the more marketable courses, e.g., business, computer science, etc., and leaving the "heavy lifting" type of courses to traditional academe.
Dunn (2000) projected changes in higher education's landscape over the next 20 years. "The number of degree-granting institutions will continue to grow, while the number of traditional campuses will decline. By 2025, half of today's existing independent colleges will be closed, merged, or significantly altered in mission" (p. 37). Another aspect changing in higher education is the blurring line between public and private universities, especially in the financial arena. Dunn also predicted that "the distinctions between and among public and private, for-profit and nonprofit institutions of higher education will largely disappear" (p. 37). White (2003) has observed this blurring already taking place.
15. There is a shift in organizational structure toward decentralization.
Much of distance education programs' success or failure can be attributed to how it is organized. Hickman (2003) observed a movement "from a highly centralized core of administrators, coordinators, [and] marketing and support staffs to a more 'institutionalized' approach in which continuing education personnel were assigned to academic units within a university" (p. 6). He noted that others with a semi-decentralized model in which continuing education personnel were assigned to academic units (decentralized), while the support and marketing infrastructure remained centralized to coordinate interdisciplinary work. Pointing to a series of UCEA managerial surveys, Donaldson (2003) affirms, "The organization of CE [continuing education] is tended to be related to issues of centralization/decentralization of both its administrative and academic functions" (p. 1). In the 2002 managerial survey, UCEA found "an increase in the academically/ administratively centralized model (28% for public and 44% for private institutions) [and] the academically decentralized/administratively centralized model (58% for public and 32% for private institutions)." But as Donaldson reminds, "There are strengths and weaknesses in all these models" (p. 1).
16. Instruction is becoming more learner-centered, non-linear, and self-directed.
Instructional approaches are becoming more learner-centered: "recursive and non-linear, engaging, self-directed, and meaningful from the learner's perspective" (McCombs, 2000, p. 1). Whereas in the past, most instructors followed a "transmission" or lecture-style approach to teaching, more instructional diversity is occurring among teachers who are trying a larger variety of approaches (Eckert, 2003). A pedagogical shift is likewise occurring within distance education, moving from a transmission model to constructivist, sociocultural and metacognitive models. These models use computer-mediated communication and emphasize students' responsibility for their own learning (Rumble, 2001; Miller, 2001).
Stated differently, "Distance education can be seen to be evolving from an essentially modernist (bureaucratic or Fordist) form of education into a post-modernist phenomenon with a focus on the student as consumer, on flexibility and global reach" (Rumble, 2001, p. 31). With this transition, there is also a shift toward increased accessibility for those who are disabled. "Many feel that eLearning holds great promise…for learners with physical and mental challenges" (Frydenberg, 2002, p. 7).
17. There is a growing emphasis on academic accountability.
In a recent poll by the North Central Association of Colleges and Schools, university presidents, administrators, and faculty members rated increasing demands for accountability (80%) and expanding use of distance education (78%) as the highest impact trends on future NCA (i.e., regulatory) activities (de Alva, 2000). Programs such as the "State-by-State Report Card for Higher Education" manifest this growing emphasis on academic accountability (see http://measuringup.highereducation.org/2002/reporthome.htm). Noting this trend, Dunn (2000) forecast the following:
Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003)
Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
18. Academic emphasis is shifting from course-completion to competency.
Related to the shift toward accountability, there is a slight shift from "theoretical" and "seat-based time" to "outcomes-based" or "employer-based" competency. In many cases, "certification is becoming more preferable than a degree" (Gallagher, 2003). Diplomas are less meaningful to employers; knowledge, performance, and skills are what count to them (Callahan, 2003). De Alva (2000) also found this trend; 66% of governors identified "integrating applied or on-the-job experience into academic programs" as a critical characteristic of universities in the 21st century (p. 34, 36, 40; see also BYU DCE Unit Review, 2001). With an emphasis on competency, course content will be dictated more "by what learners need, [than] by what has been traditionally done" (de Alva, 2000, p. 38).
19. Education is becoming more seamless between high school, college, and further studies.
As universities shift toward competency and institutions cater more closely to learners' specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. "Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement" (Dunn, 2000, p. 37). As leaders in the effort to cater to learners' needs, distance education programs may be a dominant influence in this trend.
20. Higher education outsourcing and partnerships are increasing.
Universities are traditionally independent, free-standing, and competitive (Hawkins, 2003). On the other hand, distance learning institutions have been more cooperative and accommodating with partner institutions. Interestingly, Rubin (2003) has noted that "traditional universities are becoming more like distance learning universities and not the opposite" (p. 59). With this shift, more institutions are creating partnerships with other colleges, universities, companies, and other kinds of institutions to share technology and to produce and deliver courses (Carnevale, 2000c; Dunn, 2000; Cheney, 2002). It is predicted that higher education teaming will be successful: by 2005, partnerships and outsourcing will produce "courseware applications covering the 25 college courses that enroll 50% of all credits" (Dunn, 2000, p. 37; see also McIsaac, 1998; Paulson, 2002).
However, partnerships present "obstacles as well as benefits. Winning accreditation, providing student services, setting tuition, figuring out finances, and transferring course credits are among the thorny issues that administrators find themselves struggling to face collectively" (Carnevale, 2000b, p. 2).
21. Some advocate standardizing content in learning objects.
"The central issue in courseware development at the moment is the potential for developing reusable learning objects, tagging them in a systemic way, storing them in well-designed databases, and retrieving and recombining them with other objects to create customized learning experiences for specific needs" (Frydenberg, 2002). Farhad Saba referred to this as part of the "post-industrial" culture, pointing out that traditional academe is still in the "industrial" or mass-production and standardized testing culture. According to Saba, "true" individualized learning is the future and strength in educational technology (Saba, 2003; see also Bates, 2003). Others have likewise noted the increasingly widespread standardization and reuse of content (Anderson, 2002; Gallagher, 2003).
Technology Trends
22. Technological devices are becoming more versatile and ubiquitous
One of the most apparent trends affecting distance education is the advancement of technology. Infrastructures are growing stronger as computers double in speed while decreasing in cost, and high-speed network connections continue to expand. Computer, fax, picture phone, duplication, and other modalities are merging and becoming available at ever cheaper prices (Cetron, 2003). Further, IT functionalities not imagined ten years ago are being realized. By 2018, computers will be able to "routinely translate languages in real-time with the accuracy and speed necessary for effective communications" ("Emerging," 2003, p. 8; see also Cetron, 2003). "New technology will transform higher education as we know it today" (Oblinger et al., 2001, p. 2), one example being the changes caused by broader use of e-texts and PDAs (Chick et al., 2002). By the year 2012, schools and colleges will routinely use "computerized teaching programs and interactive television lectures and seminars, as well as traditional methods" ("Emerging," 2003, p. 8). Videoconferencing and other technologies will also help enrich distance media and provide many benefits of face-to-face instruction.
23. There is a huge growth in Internet usage.
Not only is technology becoming more ubiquitous, it is being used more competently by more people from all nationalities, age groups, and socioeconomic levels (Murray, 2003). There has been a 59% increase in the number of children accessing the Internet since 2000 (Murray, 2003). As Cetron (2003) reports, the number of current Internet users is approximately 500 million worldwide and will almost double by 2005. One reason for the growth is a growing percentage of users outside the US; Americans have dropped from 42% to 37% of the total Net-using population within the last three years. However, this decrease does not reflect a decline in American users. "By 2002, 83 percent of all [American] family households reportedly owned computers," and "78 percent of children live in a home where they or their parents have access to the Internet. That represents a 70-percent growth rate from 2000" (Murray, 2003, p. 37).
24. Technological fluency is becoming a graduation requirement.
Ubiquitous technology may continue to increase the options available for distributing distance education to more people in a scalable fashion, especially if it is accompanied by technological fluency. The increase in Internet usage includes competence as well as sheer numbers: by 2005, "computer competence will approach 100% in U.S. urban areas" (Cetron, 2003, p. 6). The networked world is dominating the economy, increasing the power of the individual, and changing business models—no one can afford to be without computer competence (Oblinger, 2000). Accordingly, universities are beginning to list the fluent use of technology as an outcome skill, encourage students to take online courses, and even requiring students to take at least one online course before they graduate (e.g., Fairleigh Dickinson, BYU-Idaho) (Young, 2003).
Economic Trends
25. With the economy in recession, there are fewer resources for higher education and higher education, initiatives, such as distance education.
The Washington-based Center on Budget and Policy Priorities recently calculated the combined deficits of the nation's 50 state governments to total $85 billion within the next year, "the highest number since the Great Depression" (White, 2003, p. 54). This recession will prompt all universities to seek additional external sources of funding. To worsen the problem, university costs and enrollments are growing (UCEA, 2001; see Trend 7). Some institutions are beginning to consider distance learning as a possible solution to the dilemma (Jones, 2003), but start-up expenses for distance education programs are typically high.
26. Funding challenges are the top IT concern for many.
While distance learning is a potential solution to decreasing resources and rising demand, the issue is far from being resolved. A study from the Colorado Department of Education reported that "the cost per student of a high-quality online learning program is the same as or greater than the per-student cost of physical school [i.e., traditional] education" (Branigan, 2003, p. 1). The study also explained that most costs in education are for staffing. EDUCAUSE reported similar results: "IT Funding Challenges has become the number-one IT-related issue in terms of its strategic importance to the institution, its potential to become even more significant, and its capture of IT leaders' time" (Crawford et al., 2003, p. 12).
27. Lifelong learning is becoming a competitive necessity.
Some have estimated that people change careers, on average, every 10 years (Cetron, 2003). Labor Department officials estimate that approximately 40% of the workforce change jobs every year (De Alva, 2000). Undoubtedly, "the changing nature of the workforce in the Information Age … [will require] a continuous cycle of retraining and retooling" (Dasher-Alston & Patton, 1998, p. 12; see also Dunn, 2000; McIsaac, 1998). To add to the demands for a dynamic workforce, retirement will be delayed until late in life (Cetron, 2003; "Lifelong," 2002). In such circumstances, "the opportunity for training is becoming one of the most desirable benefits any job can offer," and employers are coming to "view employee training as a good investment" (Cetron, 2003, pp. 6, 22). Accordingly, an increasing number of employers (85% of Fortune 500 companies) are paying for their employees to go back to school to stay current with changes (Markel, 1999).
Alvin Toffler wrote, "The illiterate of the 21st century will not be those who can't read and write. They will be those who can't learn, unlearn, and relearn" (Pond, 2003). Considering these factors, some are concerned about how well higher education will be able to respond (Dasher-Alston & Patton, 1998). Some of the changes accompanying the growing demand for lifelong learning, will demand short accelerated programs, well-suited for online delivery, and portfolio credentials (Gallagher, 2003).
Distance Learning Trends
28. More courses, degrees, and universities are becoming available through distance-education programs.
The literature is replete with evidence of the growing demand for distance education. The annual market for distance learning is currently $4.5 billion, and it is "expected to grow to $11 billion by 2005" (Kariya, 2003, p. 49; see also Pond, 2003; "Lifelong," 2002). As Oblinger and Kidwell (2000) have noted, the International Data Corporation (IDC) expects a 33% growth rate in distance education over the next several years. Some analysts predict that demand for distributed education will grow from "five percent of all higher education institutions in 1998 to 15 percent by 2002" (p. 32; see also West, 1999). Others have asserted that up one-half of traditional campus programs will soon be available (alternatively or exclusively) online (Finkelstein et al.2000; Bishop, 2003; Dunn 2000; Winsboro, 2002).
Organizations from within and outside higher education are adapting to accommodate the growth in distance learning. For example, "human resource professionals and hiring managers are becoming more accepting of online degree credentials" ("Lifelong," 2002, p. 77). Further, more and more university systems are "spinning off" new "virtual" or "online" universities—for example, Penn State's World Campus, Arizona Regents University, California Virtual Campus, and many others.
Some reasons for this remarkable growth include efforts to expand access to more students, alleviate capacity constraints, capitalize on emerging market opportunities, and serve as a catalyst for institutional transformation (Oblinger & Kidwell, 2000). Another factor influencing growth may be competition with other institutions. "Universities offering distance education are often perceived as modern and [technologically] competent, thus creating a competitive advantage" (Bishop, 2003, p. 374).
Distance students include both the traditional continuing-education students (i.e., adult learners) and growing numbers of younger, on-campus students (Anderson, 2001). One estimate is that as "many as half the students in online courses are from the traditional 18- to 25-year-old student cohort who normally take campus-based courses" (Roach, 2002, p. 24).
29. The Internet is becoming dominant among other distance-education media.
Distance education has existed in some form or another since the 1800s. However, accompanying the growth in Internet usage (see trend 23), "today's distance education focus has dramatically shifted toward network-based technologies (in general) and Internet-based delivery (more specifically)" (Kinley, 2001, p. 7). Today, the Internet is being used more than other continuing education delivery strategies, such as Interactive Television (ITV), correspondence, and live-remote location combinations (Hickman, 2003). Not only is online learning more common now, but it increases 40% annually (Gallagher, 2002). One reason for the growth is the fact that digital media are transferable, storable, and widely accessible (Pond, 2003).
The UCEA Distance Learning Community of Practice (2002) recently collected a baseline survey of distance enrollments by medium. The average enrollment in university-level independent study courses was 4,725, with 56% of course credits delivered in print, 25% online, and 19% granted by passing waiver exams. In 2002, Brigham Young University Independent Study had 24,351 university-level enrollments. Of those, 32% were delivered online and 68% on paper—an increase in web-delivered courses since 1998, when only 15% were online (BYU IS, 2003).
30. The distinction between distance and local education is disappearing.
As universities digitally enhance more courses, the distinction between distance and local education is becoming blurred (Dunn, 2000). Digitally enhanced courses provide students in traditional classrooms with more opportunities for independent study: "Even in a conventional 'face-to-face' system, students spend much of their time working on their own. It may always have been so, but the increase in resources for individual learning and especially those through the new technologies has provided students with far more powerful tools for independent learning" (Rumble, 2001, p. 36). Clearly, distance students are not the only ones who benefit from "distance" courses. In fact, most online students live in the local vicinity of the institution offering their course (Carr, 2000).
As a result of online courses, many institutions struggle to define Internet students (Hickman, 2003). Traditional in-state, out-of-state, and international student distinctions are being eliminated, and the corresponding fee structures for the respective groups are breaking down (Carnevale, 2000a; Carnevale, 2000b). Currently, 74% of distance learning institutions do not charge out-of-state distance students out-of-state tuition, 91% do not charge international students more, and 71% do not charge more for distance courses than they do for on-campus courses (Brigham, 2003).
31. The need for effective course-management systems and Web services is growing.
With all the growth in online education, student- and course-managing systems are becoming ever more crucial. Web services is "a relatively new term used to describe new software standards that allow for integration of different applications as well as the secure exchange of data over the Internet" (Crawford et al., 2003, p. 24). Web services ranked number seven on the EDUCAUSE strategic IT concerns list, number six on the list of issues becoming more significant, and number three on list of highest resource expenditures. EDUCAUSE predicted that "at some point, vendors will… offer a standard approach to data integration, interchange and interface" (Crawford et al., 2003, p. 24). Instructional/course management systems were similarly ranked number nine on the IT issues most likely to become more significant in 2003-2004 (Crawford et al., 2003).
32. There is an increasing need for learning and teaching strategies that exploit the capabilities of technology.
Technological advancements have naturally caused distance educators to ask how "new technologies such as wireless, mobile laptop computing, personal digital assistants (PDAs), videoconferencing, videostreaming, virtual reality, and gaming environments enhance distributed learning" (Crawford et al., 2003, p. 24). For many administrators and faculty members, "how" is the question. While many studies have shown no significant difference when comparing online with traditional courses, applying traditional teaching strategies at a distance often causes frustration (Dasher-Alston & Patton). Appropriately, then, developing distributed learning and teaching strategies for online education was ranked number eight on the EDUCAUSE list of IT strategic concerns (Crawford et al., 2003). Distance learning research should focus on delivery strategies that help solve the capacity constraints, economic concerns, and higher-education consumer needs outlined in this article.
Trends Informing Vision
In summary, many trends in higher education will influence the future of distance learning. Student enrollments are growing to surpass the capacity of traditional infrastructures, learner profiles are changing, and students are shopping for education that meets their needs. Traditional faculty roles, motivation, and training needs are shifting while workload, compensation, and instructional issues continue to deter them from distance learning participation. The institutional and organizational structure of higher education is changing to emphasize academic accountability, competency outcomes, outsourcing, content standardizing, and adaptation to learner-consumer demands. The Internet and other information technology devices are becoming more ubiquitous while technological fluency is becoming a common expectation. Funding challenges are increasing with fewer resources to meet expanding, lifelong-learning demands. Distance education is becoming more abundant, especially online, and location independent, increasing the need for effective course-management systems and teaching strategies that utilize technology.
In response to these trends, distance learning may rise to meet student needs and overcome funding challenges that traditional institutions cannot. Distance education administrators must resolve concerns with faculty and university administrators to ensure adequate support, as well as to develop the needed course management systems and teaching strategies. Technological advances and increased fluency will continue to open opportunities for distance education. Although higher education institutions are changing to favor distance education, the complexities of major transformations will require patience.
As Bates (2000) suggests, perhaps "the biggest challenge [in distance education] is the lack of vision and the failure to use technology strategically" (p. 7). The challenge is understandable, given the complexity of the issues involved. "Clearly, each institution needs to understand where on-line distance education fits in its vision of the institution's future and in its mission" (Meyer, 2002, p. 67). Further, institutions will strengthen their distance-learning strategic plans by identifying and understanding distance-education trends for student enrollments, faculty support, and larger academic, technological and economic issues.
Allred, E. (2003, June). Is quitting good? Unpublished manuscript, Brigham Young University.
Anderson, T. (2001, November/December) The hidden curriculum in distance education: An updated view. Change. 33(6): 28-35.
Anderson, T. (2002, May) An updated and theoretical rationale for interaction. Athabasca University: IT Forum Paper #63.
Aslanian, C B. (2001). Adult Students Today. The College Board: New York.
Bates, T. (2000) Distance education in dual mode higher education institutions: Challenges and changes. Online: http://bates.cstudies.ubc.ca/papers/challengesandchanges.html
Bates, T. (2003) Higher education and elearning: Integration or change? Presentation, University of British Columbia. Online: http://bates.cstudies.ubc.ca/
Beaudoin, M. F. (2003). Distance Education leadership for the new century. Online Journal of Distance Learning Administration (6)2. Retrieved June, 2003: https://www.westga.edu/%7Edistance/ojdla/summer62/beaudoin62.html .
Bishop, J.S., Spake, D.F. (2003) Distance education: A bibliographic review for educational planners and policymakers 1992-2002.
Bolam, H., & Dodgson, R. (2003). Retaining and supporting mature students in higher education. Journal of Adult and Continuing Education. 8(2): 179-194.
Brady, L. (2001) Fault lines in the terrain of distance education. Computers and Composition. 18: 347-358.
Branigan, C. (2003, June 2) Forum addresses virtual schooling myths. eSchool News.
Brigham, D. (2003). Benchmark Information Survey. Unpublished presentation, Excelsior University.
Brogden, L.M., & Couros, A. (2002) Contemplating the virtual campus: Pedagogical and administrative considerations. The Delta Kappa Gamma Bulletin. 68(3): 22-30.
Brigham Young University (BYU) Independent Study Data. (2003). Unpublished raw data, Brigham Young University.
Brigham Young University (BYU) Division of Continuing Education (DCE) Unit Review. (2003). Unpublished report, Brigham Young University.
Callahan, P. M. (2003, March 28-30). UCEA 88th Annual Conference. Chicago, Illinois.
Carnevale, D. (2000a, March 31) Southern educators seek to cut tuition rates for online courses. The Chronicle of Higher Education.
Carnevale, D. (2000b, May 19) 2 models for collaboration in distance education. The Chronicle of Higher Education.
Carnevale, D. (2000c, September 8) Accrediting bodies consider new standards for distance-education programs. The Chronicle of Higher Education.
Carr, S. (1999, October 8). Distance-learning group blends offerings of 2-and 4-year colleges. The Chronicle of Higher Education.
Carr, S. (2000, July 7). Many professors are optimistic on distance learning, survey finds. The Chronicle of Higher Education.
Cetron, M. J., & Daview, O. (2003) 50 trends shaping the future. Special Report Published by the World Future Society.
Cheney, D.W. (2002, November) The application and implications of information technology in postsecondary distance education: An initial bibliography. Special Report: National Science Foundation.
Chick, S., Day, R., Hook, R., Owston, R., Warkentin, J., Cooper, P. M., Hahn, J., and Saundercook, J. (2002). Technology and student success in higher education: A research study on faculty perceptions of technology and student success. McGraw-Hill Ryerson Limited: Toronto, Ontario.
Crawford, G., Rudy, J. A., & the EDUCAUSE Current Issues Committee. (2003, November). Fourth annual EDUCAUSE survey identifies current IT issues. 12-26.
Dasher-Alston, R. M., & Patton, G. W. (1998). Evaluation Criteria for Distance Learning. Planning for Higher Education. 11-17.
de Alva, J. K. (2000, March/April) Remaking the academy. Educause. 32-40.
Diaz, D. P. (2002, May/June). Online Drop Rates Revisited. The Technology Source. Retrieved June, 2003: http://ts.mivu.org/default.asp?show=article&id=981
Donaldson, J. (2003, June). Continuing Education Organizational Models. Unpublished email correspondence.
Dortch, K. D. (2003, April 13-15) "How to get learners to learn." Distance Education and Training Council: Report on the DETC 77th Annual Conference.
Dunn, S. (2000, March/April) The virtualizing of education. The Futurist. 34(2): 34-38.
Dubois, J. R. (1996) Going the distance: A national distance learning initiative. Adult Learning. 8(1): 19-21.
Eckert, E. (2003). Review—New Directions for adult and continuing education: Contemporary viewpoints on teaching adults effectively. Adult Basic Education. 13(1): 62-64.
Emerging technologies and ground-floor investment opportunities. Special Report: Forecasts for the Next 25 Years. (2003). The World Future Society: Bethesda, Maryland.
Finkelstein, M.J., Frances, C., Jewett, F.I., Scholz, B.W. (Eds.) (2000) The American Council on Education and the Oryx Press: Phoenix, AZ.
Frydenberg, J. (October 2002). Quality standards in eLearning: A matrix of analysis. International Review of Research in Open and Distance Learning. Athabasca University.
Gallagher, S. (2002) Report—Distance learning at the tipping point: Critical success factors to growing fully online distance learning programs. Eduventures, Inc.: Boston, MA.
Gallagher, R. (2003) The next 20 years: How is online distance learning likely to evolve? 2003 UCEA 88th Annual Conference: March 28-30, 2003—Chicago, Illinois.
Green, K. C. (2002). Campus Computing 2002: The 13th national survey of computing and information technology in American higher education. Encino, CA: Campus Computing, 2002.
Hawkins, B. (2003) Distributed learning: Promises and pitfalls. 2003 UCEA 88th Annual Conference: March 28-30, 2003—Chicago, Illinois.
Hickman, C. J. (2003, March 29). Results of survey regarding distance education offerings. University Continuing Education Association (UCEA) Distance Learning Community of Practice, Research committee report.
Johnstone, S.M., Ewell, P., & Paulson, K. (2002) Student learning as academic currency. ACE Center for Policy Analysis. Retrieved June, 2003: http://www.acenet.edu/bookstore/pdf/distributed-learning/distributed-learning-04.pdf
Jones, D. R., & Pritchard, A. L. (2000, November/December). The distance education debate: An Australian view. Change. 32-33.
Jones, R. (2003). A recommendation for managing the predicted growth in college enrollment at a time of adverse economic conditions. Online Journal of Distance Learning Administration (6)1. Retrieved June, 2003: https://www.westga.edu/%7Edistance/ojdla/spring61/jones61.htm .
Kariya, S. (2003) Online education expands and evolves. IEEE Spectrum. 40(5): 49-51.
Kinley, E.R. (2001) Implementing distance education, the impact of institutional characteristics: A view from the department chair's chair. A Dissertation at the University of Nebraska-Lincoln.
Lifelong Learning Trends: A Profile of Continuing Higher Education. 7th Edition. (2002, April) University Continuing Education Association.
Lindner, J.R., Murphy, T.H., Dooley, K.E., & Jones, E.T. (2002) The faculty mind and how to read it. Distance Education Report. 6(14): 5.
Markel, M. (1999) Distance education and the myth of the new pedagogy. Journal of Business and Technical Communication. 13(2): 208-222.
McCombs, B. L. (2000). Assessing the role of educational technology in the teaching and learning process: A learner-centered perspective. The Secretary's Conference on Educational Technology. Retrieved June, 2003: http://www.ed.gov/Technology/techconf/2000/mccombs_paper.html .
McIsaac, M. S. (1998) Distance learning: The U.S. version. Performance Improvement Quarterly. 12(2): 21-35.
Miller, G. E. (2001) General education and distance education: Two channels in the new mainstream. The Journal of General Education. 50(4): 314-322.
Morrison, J.L., & Barone, C. (2003, March/April) The national learning infrastructure initiative (NLII): An interview with EDUCAUSE's Carol Barone. The Technology Source. Retrieved June, 2003: http://ts.mivu.org/default.asp?show=article&id=1046
Murray, C. (May 2003) Study reveals shifts in digital divide for students. eSchool News, 36-37.
National Education Association (NEA). (2000, June). A survey of traditional and distance learning higher education members. Retrieved June, 2003: http://www.nea.org/he/abouthe/dlstudy.pdf .
Oblinger, D., & Kidwell, J. (2000, May/June) Distance learning: Are we being realistic? Educause. 31-39.
Oblinger, D., Barone, C.A., & Hawkins, B.L. (2001) Distributed education and its challenges: An overview. American Council on Education (ACE). Retrieved June, 2003: http://www.acenet.edu/bookstore/pdf/distributed-learning/distributed-learning-01.pdf
Oravec, J. (2003) Some influences of online distance learning on US higher education. Journal of Further and Higher Education. 27(1): 89-104.
Paulson, K. (2002) Reconfiguring faculty roles for virtual settings. The Journal of Higher Education. 73(1): 123-140.
Pond, W. K. (2003) Lifelong Learning–The Changing Face of Higher Education. eLearning Summit, 2003. La Quinta Resort, California
Penn State University (PSU) Strategic Plan. (1998) An emerging set of guiding principles and practices for the design and development of distance education. Retrieved June, 2003: http://www.outreach.psu.edu/de/ide/
Reeve, R. T., & Perlich, P. S. (2002), September/October). Utah economic and business review. Bureau of Economic and Business Research (BERB), 62 (9-10), 1-15.
Riffee, W.H. (2003) Putting a faculty face on distance education programs. Syllabus: Technology for Higher Education. Retrieved June, 2003: http://www.syllabus.com/article/asp?id=7233
Roach, R. (2002, October 24) Staying connected: Getting retention right is high priority for online degree programs. Black Issues in Higher Education.
Roberson, T. J., & Klotz, J. (Winter 2002) How can instructors and administrators fill the missing link in online instruction? Online Journal of Distance Learning Administration. 5(4). Retrieved June, 2003: https://www.westga.edu/~distance/ojdla/winter54/roberson54.htm
Rubin, E. (2003) Speaking personally—with Eugene Robin. The American Journal of Distance Education. 17(1): 59-69.
Rumble, G. (2001) Re-inventing distance education, 1971-2001. International Journal of Lifelong Education. 20(1/2): 31-43.
Saba, F. (2003). Report on visiting Brigham Young University. Unpublished report, Brigham Young University.
Scagnoli, N. I. (2001) Student orientations for online programs. Journal of Research on Technology in Education. 34(1): 19-27.
University Continuing Education Association (UCEA). (2001). Survey Summary: Results from the 2001 UCEA management survey.
University Continuing Education Association (UCEA) Distance Learning Community of Practice. (2002, February). Independent study program profiles 1999-00.
West, G.B. (1999, Summer) Teaching and technology in higher education: Changes and challenges. Adult Learning. 16-18.
White, L. (2003) Deconstructing the public-private dichotomy in higher education. Change. 35(3): 48-54.
Williams, P.E. (2003) Roles and Competencies for Distance Education Programs in Higher Education Institutions. The American Journal of Distance Education. 17(1): 45-57.
Winsboro, I.D.S. (2002) Technology and distance learning lessons from the nation's newest university: Perceptions and reality. The Educational Forum. 66(3): 247-252.
Young, J. R. (2002, March 22). 'Hybrid' teaching seeks to end the divide between traditional and online instruction. Chronicle of Higher Education. Retrieved June, 2003: http://chronicle.com/free/v48/i28/28a03301.htm
Online Journal of Distance Learning Administration, Volume VI, NumberIII, Fall2003
State University of West Georgia, Distance Education Center
Back to the Online Journal of Distance Learning Administration Contents


text:
FAQs – Job Seekers
Searching for and Applying for Jobs
Visit exide.jobs for all jobs.
Yes! Exide offers summer internships. Use the search keyword "intern" or "co-op" to see available openings. Hear what Exide interns had to say about their summer experience.
Visit exide.jobs to select various job search criteria such as keywords, job title, and location to narrow your search for vacancies that may interest you. If your efforts result in no matching career opportunities, you may want to broaden your search criteria. You also can upload a resume without applying for a specific position by clicking here and following the steps provided.
Exide does not accept resumes by mail or email. Please create an online profile and follow the steps here to upload a resume.
You may submit a resume for any number of positions if you believe your experience matches the requirements specified. If you submit your resume online for multiple jobs, you will receive an electronic response for each of the jobs.
Unfortunately, because of the high volume of resumes we receive, we are unable to provide a personal response to the status of resumes. Once you complete all of the steps in the application process, you will see a confirmation message on the screen (see below) and will receive an email confirming your submission.
Should a currently available position match your qualifications, you may be contacted about the next steps in the recruiting process. You can check your status in the process or see if a job has been filled by clicking here to log in as a Returning User and viewing Past Job Submittals.
Click here to log in, select Dashboard and Update your profile to update your information.
Click here to login, select Dashboard and Manage your email subscriptions.
Interview Process
The process for some jobs may involve more steps than for others. You may have telephone interviews, video interviews and/or face-to-face interviews. Some positions require testing (in person or online) and behavioral assessments. A pre-employment drug test is required, and a background check will be performed after an offer of employment is extended.
The process for some jobs moves more quickly than for other jobs. You can check your status in the process by clicking here to login and view Past Job Submittals. If you've been working with a recruiter, contact the recruiter for an update on the process and timing.
Technical Issues
For login and password recovery, click here.
Click here to reset your password.
For all other technical questions, please click here.

subset: commoncrawl


text:
Professional Community for Car Dealers, Marketing, Advertising and Sales Leaders
BURLINGAME, CA, September 23, 2019 – Zonic Design, a certified vendor to CDK Global and Reynolds and Reynolds, is urging auto dealers to begin reviewing their vendors' privacy and data security measures ahead of the January 1 deadline for compliance with California's Consumer Protection Act (CCPA).
While CCPA is California-specific legislation, its requirements affect dealers and dealer groups having stores in the state,…Continue
Added by Jim Leman on September 23, 2019 at 1:51pm — No Comments
© 2020 Created by Ralph Paglia. Powered by


text:
The US trade deficit surged in July on record imports that created burgeoning gaps with trading partners in the crosshairs of President Donald Trump's aggressive policies, according to government data released Wednesday.
With US goods facing retaliatory tariffs in many countries, exports dropped sharply that month, the Commerce Department reported, pushing the trade deficit with China to an all-time high.
In addition to subtracting from growth, the high deficit could rekindle Trump's ever-present ire about how the United States is treated by its trading partners, and prompt him to unleash steep tariffs on a massive amount of Chinese goods this week.
"This report brings a record trade gap with China ... which is unlikely to soften the US stance on tariffs," RDQ Economics said in a research note.
The US trade gap with the European Union also hit a record, coming just days before US Trade Representative Robert Lighthizer is due to meet his EU counterpart Cecilia Malstrom in Brussels on Monday to try to defuse the dispute between the two major economies that have exchanged tariffs on billions of dollars in goods.
The deficit with Canada also widened, according to the report released shortly before Washington and Ottawa were due to resume talks aimed at salvaging the North American Free Trade Agreement as a three-nation pact with Mexico.
The difference between total US imports and exports of goods and services jumped more than $4 billion, an increase of 9.5 percent, to $50.1 billion -- just a few hundred million shy of the consensus forecast among economists.
It was the second consecutive month that saw the deficit widen, following the surge of exports in May amid a flurry of buying to outrun tariffs imposed in US markets abroad.
The figures do not bode well for growth in the second quarter, although other economic indicators point to healthy demand and expanding GDP.
It was also a month of multiple records in the trade data: imports of goods and services were the highest ever, as were service exports.
- Record gaps -
The widening deficits are contrary to the stated goals of Trump's multifront trade confrontations.
The US president has imposed steep tariffs on steel and aluminum from key trading partners, as well as punitive duties on $50 billion in annual imports from China, with the possibility that another $200 billion will be targeted as soon as this week.
And other factors are working against his goal of reducing the US trade deficit, which he has said he views as stealing from the American economy. With the Federal Reserve gradually raising interest rate, the US dollar has strengthened, making US goods more expensive; and the massive corporate tax cuts from last year tend to boost investment which means higher spending on equipment.
RDQ Economics said "the US cannot enjoy an investment spending boom without installing a significant amount of capital equipment and ... this means a surge in capital goods imports."
US imports in July rose 0.9 percent to $261.2 billion, the highest ever, including record purchases of both goods and services.
Exports fell one percent to $211.1 billion, including record shipments of industrial supplies and petroleum, while sales of soybeans -- subject to Chinese retaliatory tariffs -- dropped by $700 million.
Imports of petroleum hit the highest level in four years at $23.6 billion, on the highest price in four years of an average $64.63 a barrel.
Exports and imports of autos both rose, but the volatile aircraft category dropped $1.6 billion.
Meanwhile, the trade gap with China jumped to a record $36.8 billion, not seasonally adjusted; the deficit with the EU hit a record $17.6 billion; and the deficit with Canada jumped by $1 billion to $3.1 billion.
In contrast, the deficit with Mexico narrowed to $5.5 billion, a nearly $2 billion decline -- although the total is up for the first seven months of the year.


text:
XsunX, Inc. Joins the Stock Day Podcast to Discuss Goals for 2019
PHOENIX, AZ / ACCESSWIRE / June 11, 2019 / The Stock Day Podcast welcomed XsunX, Inc. (OTC PINK: XSNX) ("The Company"), a company that specializes in the sale, design, and installation of solar photovoltaic power generation (PV), energy storage, and energy efficiency technologies to provide clients with long term savings, predictability, and control of their energy costs. CEO and Director, Tom Djokovich, joined Stock Day host Everett Jolly.
Jolly began the interview by asking Djokovich about the Company's current projects regarding renewable energy and the overall growth of the industry. Djokovich explained that the costs to utilize renewable energy are continuing to decrease, while the costs of electricity are continuing to increase. He further explained that investing in solar energy is beginning to make more and more sense for consumers across the world.
Jolly then asked whether the Company's customers are looking to reduce their electric bill or are seeking to profit from renewable energy. Djokovich stated that customers typically invest in solar energy solutions to gain short-term tax saving benefits, and control long-term costs.
Djokovich also explained that as consumers see renewable energy becoming more and more popular, their own confidence grows, and they are more likely to invest in similar solutions.
Jolly then asked about the Company's position in the energy storage market. Djokovich explained that the Company has gained extensive experience in this space. This technology offers value to residential and commercial customers as it adds tremendous benefits to solar energy platforms improving the performance of both technologies, however, cost reductions are still developing for these types of investments.
Djokovich added that while energy storage systems can add significantly to the cost of the investment, the Company is seeing an increase in residential systems request stemming from new utility emergency management policies, and he expects the costs of these platforms to decrease in the future.
Jolly then asked about the Company's goals for 2019. Djokovich shared that the Company is continuing to market its engineered solar canopies over parking lots, and garages, which represents a growing business sector. On the residential side, the Company anticipates it will continue to see an increase in residential solar coupled with energy storage throughout 2019.
To close the interview, Djokovich explained that the renewable energy industry is only continuing to expand, and the Company is positioned to grow right along with it.
To hear Tom Djokovich's entire interview, follow the link to the podcast here: https://audioboom.com/posts/7282134-ceo-tom-djokovich-of-xsunx-inc-otcpink-xsnx-june-19-update
Investors Hangout is a proud sponsor of "Stock Day," and Stock Day Media encourages listeners to visit the company's message board at https://investorshangout.com/
About XsunX
XsunX specializes in the sale, design, and installation of solar photovoltaic power generation (PV), energy storage, and energy efficiency technologies to provide our clients with long term savings, predictability, and control of their energy costs. Making solar energy a sound investment for our clients is our mission.
For more information, please visit the Company's website at www.xsunx.com, or to learn more about the benefits of solar energy for your business or home schedule a free PV project assessment.
Safe Harbor Statement
Matters discussed in this release contain forward-looking statements within the meaning of the Private Securities Litigation Reform Act of 1995. All statements other than statements of historical facts included in this press release are forward-looking statements. When used in this press release, the words "anticipate," "believe," "estimate," "may," "intend," "expect" and similar expressions identify such forward-looking statements. These statements relate to future events or to the Company's future financial performance, and involve known and unknown risks, uncertainties and other factors that may cause our actual results, levels of activity, performance or achievements to be materially different from any future results, levels of activity, performance or achievements expressed or implied by these forward-looking statements. Investors should not place any undue reliance on forward-looking statements since they involve known and unknown, uncertainties and other factors which are, in some cases, beyond the Company's control which could, and likely will, materially affect actual results, levels of activity, performance or achievements. Any forward-looking statement reflects the Company's current views with respect to future events and is subject to these and other risks, uncertainties, and assumptions relating to operations, results of operations, growth strategy and liquidity. Such risks, uncertainties and other factors, which could impact the Company and the forward-looking statements contained herein, are included in the Company's filings with the Securities and Exchange Commission. The Company assumes no obligation to publicly update or revise these forward-looking statements for any reason, or to update the reasons actual results could differ materially from those anticipated in these forward-looking statements, even if new information becomes available in the future.
Contact Information:
65 Enterprise
Aliso Viejo, CA 92656
CA Lic: B-1 #987636
Serving California
About The "Stock Day" Podcast
Founded in 2013, Stock Day is the fastest growing media outlet for Nano-Cap and Micro-Cap companies. It educates investors while simultaneously working with penny stock and OTC companies, providing transparency and clarification of under-valued, under-sold Micro-Cap stocks of the market. Stock Day provides companies with customized solutions to their news distribution in both national and international media outlets. The Stock Day Podcast is the number one radio show of its kind in America. Stock Day recently launched its Video Interview Studio located in Phoenix, Arizona.
Stock Day Podcast
SOURCE: Stock Day
View source version on accesswire.com:


text:
What's worse than coming home and finding one snake hanging from your ceiling?
Finding TWO snakes hanging from your ceiling. South Carolina resident Matt Hyatt got the shock of his life when he returned home to find two large snakes chilling inside.
They were wrapped around each other, which made them look even more terrifying.
Hyatt provided an update. He was apparently able to remove one of the snakes, but the other one still hasn't been found.
Screengrab via: Facebook


text: The born of SuperOcean in 1957 built up a new milestone for Breitling in the deep ocean field. At that time, this collection was provided with super clear readability dial, shock resistant glass and waterproof of 200 m. Up to this day, with the popularity of diving activity, this Breitling SuperOcean constantly upgrades its high performance and gradually becomes a new lover for the diving enthusiast. Following the steps of times, our online store also develops a Swiss replica Breitling SuperOcean line, collecting various kinds of versions. Being strict to every detail, our fake Breitling SuperOceam watches are high-end, top-rated and avant-garde. Most important is that they are sold at a very reasonable price which is only a fraction of the cost of the originals.


text:
This weekend was eventful to say the least, while it was fun I do wish I rested more. Friday and Saturday were none-stop, so on Sunday I did all the cooking and mentally prepared myself for today. We had gorgeous weather this weekend, so I pulled out the shorts and mini skirts many times. I was unsuccessful in my quest to find my perfect pumps only because I really want these but can't make up my mind if I should pull the trigger. I also think these would be great, what do you think?
I am beyond excited for Spring/Summer and #HowISpring is coming around next week so get ready. I swear Spring fashion is my downfall, this year I seem to gravitate toward fluid shorts, shorter tops (not cropped!), pointy toe pumps, slingback pumps and booties, crossbody bags, mini skirts and so many more. I really want a comfy and relaxed white button down, if only Express could start making my favorite plaid shirt in solid colors, seriously how come they have not thought of that yet? I'm not kidding when I say this is my favorite season and J.Crew's new arrivals are killing me, I have this and this on my radar. I really love this skirt as well, but don't know how I feel about the price. Ann Taylor is having their Friends & Family sale and their mesh tees are adorable, the code is "Friends40". I have been going back to this post when getting dressed, I'm wearing many of those basics today. I'll try my best to make another one soon.
My "Pick of the Week" is this romper, I have it and it's perfect. I plan on wearing it soon to a fancy birthday party with leopard heels and red bag just like in this outfit. Have a great day guys!
pics by Charnele, edited by me.
mirrored leonard sunglasses – Illesteva
double pavé studs – Cara
long necklace – Express
pavé geo bracelet – CCO
rose gold watch – Michael Kors c/o J.R. Dunn
denim jacket – J.Crew
pink barcelona cami – Express
white flared skirt – Alice and Olivia c/o Shopbop
black leather belt – Cole Haam
light blue Avery crossbody – Rebecca Minkoff
black peep toe booties – Cole Haan
nail polish – Smith & Cult "surbuban warrior"
Linking with Molly, Lauren, Elena, Lauren, Carylee + Gina, Alison, Style to Inspire, Confident Twosday, Shea, Niki.
TBC Linkup
Middle of Somewhere
Garay Treasures


text:
Fun days out don't have to cost the earth, it's all about getting out and spending some quality family time together. Children enjoy trying out new things and taking part in a variety of activities, so we've come up with some ideas for a free family day out.
If your kids love exploring, then Hardcastle Crags is the place for you. With more than 400 acres of unspoilt woodland and 15 miles of crisscrossed footpaths you can enjoy a full day of adventure. Set amongst this are waterfalls, streams and ponds great for discovering wildlife. Throughout summer there is a different activity running every day for free from 12 noon – 3pm. Go along and try out den building, bug hunting, snail racing, wild art and much more. Download the planner here.
There's no better place on a hot day than the interactive water play area at Manor Heath Park in Halifax. Children are fascinated by water and it is reported to hold their attention longer than any other play medium. The water can be dammed, squirted, pooled or diverted into a myriad of channels, pipes and rills and encourages creative and cooperative play. Just don't forget the towels! The park also has a well-equipped playground suitable for all ages and abilities and a Café offering hot and cold refreshments. For lots more things to see and do there take a look at their website.
If you want to have some wheelie good fun, get your helmets on and explore the valley routes of Calderdale. The inner cyclist has created two 'really big cycle guides' aimed at families and beginners, so you can even bring the grandparents along too! The guides also show points of interest, so you can do a bit of exploring and break up the journey. Download the maps here.
Get back to nature at Ogden Water. It's the ideal setting for a great family day out. With woodland walks, wildlife and boggart hunting, why not bring along a picnic and spend the whole day there. Bring the classroom outside and get involved in one of the many practical days, helping out with projects designed to look after the wildlife and infrastructure of the nature reserve. For more information, check out their website.
Families Calderdale, the go to source for things to do with kids in your local area.
Publish date:
Get family adventures delivered to your inbox
Manage your Families Locations, email preferences, listings and events in your profile.


text:
"Opportunities and success are not something you go after necessarily but something you attract by becoming an attractive person." – Jim Rohn
Many clients ask me, "How do I attract opportunity?"
That's a pretty loaded question because to me, it depends on your perspective. Are you coming from a secular or spiritual mindset? I come from a spiritual point of view. Secular thinking might prescribe taking more action to attract the things you want. For example, if you want more money, work harder. If you want to be in a relationship, get fit, look sexy and put yourself out there.
A spiritual mindset instead relies on God's guidance to attract opportunity. I have learned that how I show up in the world either attracts or repels what I desire. My beliefs and my behavior directly impact how I attract opportunity in every area of my life. I have discovered that there are three ways of being that have the potential to attract opportunity: Confidence, mindset and beauty.
You may wonder, How are these things spiritual? Here's my answer: It's all about perspective. These traits are spiritually driven and come forth once you know who God created you to be.
Create Confidence
Confidence is God's foundation for success. It's what allows you to attract opportunity. When you understand that you were created on purpose, with a purpose, God steps in and equips you with the talents needed to live out that purpose and attract opportunity. This truth becomes the cornerstone of your life, and through it you find the courage and confidence you need to walk in your passion.
Mind Over Matter
Mindset is vital to find balance in your life and attract opportunity. What you believe impacts your success as well as the types of people and opportunities you attract. People pick up on confidence and mindset because these traits come through in your body language, words and actions. When you know who you are and why you are here, God grants you the ability rebuke negative self-talk. You have the power to stand in the truth of who you are with a positive mindset that will undoubtedly attract opportunity.
Believe in Beauty
Finally, when you know who you are in God and you convey confidence and a positive mindset, beauty radiates from the inside, out. You suddenly light up the room. And that inner beauty and light attract opportunity. You will find that people want to know you, be near you and even help you. Your outer beauty, then, is simply a reflection of the beauty within. How you present yourself is part of the package. Your clothing, hair, makeup and body language speak volumes about who you are before you ever say a word. How you care for yourself speaks to how you will care for others.
These three qualities: Confidence, mindset and beauty all work together to help you attract opportunity. I have spent years cultivating each of these traits–and am living proof that opportunity is just around the corner if only you empower yourself through God's purpose for your life.
Want learn how to strengthen your confidence, mindset and increase your visibility? Join my exclusive Facebook community, Brilliant Leadership and Presence, for more on visibility and presence.
5 Reasons Failure is Your Friend
Why are so many woman paralyzed by failure? Why do they let it keep them from pursuing their dreams?
Work Smarter: 5 Hacks to Master Your Time & Productivity
Are you like me and wonder where your time is going? Do you find yourself asking, "What did I do today?"
Why Do You Worry? You Have Everything You Need
I was reading my book called "The Voice of The Master" it's one of my favorite contemplative books. It helps me really connect with God. Tonight, I was reading from it and thought I would share some thoughts about worry. I really want you to get down in your spirit...


text:
Musician, multimedia entrepreneur, producer and ex-Eurythmics collaborator Dave Stewart has been named by the Music Producers Guild as the 2015 recipient of its Outstanding Contribution to UK Music Award, sponsored by PPL.
The award will be presented to Dave Stewart at the MPG 2015 Awards, which take place on Thursday 12 February next year at the Park Plaza Riverbank Hotel in London.
MPG Awards director Tony Platt says: "Dave Stewart embodies all the qualities of a modern music producer, embracing all forms of media including music, film, TV and photography. His various roles from musician to producer, director and co-founder of a highly successful creative member's club (http://www/thehospitalclub.com) underpin his collaborative attitude towards creativity. In this respect he is a shining example of everything that is great about the UK music industry, which is why we, with the support of PPL, are honouring him with this prestigious MPG Award for Outstanding Contribution to UK Music – in short because he is outstanding."
Now firmly established as a must-attend industry event, the Music Producers Guild Awards celebrate the contribution that recording professionals make to the success of the UK's music industry. Last year's Awards attracted more than 300 guests to see 16 Award recipients honoured. In 2015, the MPG is once again collaborating with the BRITS to present the winner of its Producer of the Year category with a BRIT Award for Best Producer.
Dave Stewart's music career spans three decades and more than 100 million album sales, highlighted by his collaboration with Annie Lennox in the pop-rock duo Eurythmics. Sweet Dreams (Are Made of This) was the breakthrough single, reaching #2 on the UK singles chart and #1 on the US Billboard Hot 100 in September 1983.
Stewart went on to produce albums and co-write songs for U2's Bono, Gwen Stefani, Tom Petty, Katy Perry, Sinead O'Connor, Joss Stone, and many more. Stewart produced four albums in 2014 alone.
In addition, Stewart has recently expanded the management and production divisions of his company, producing videos for Deadmau5, Neon Trees, Lionel Richie, Kaskade, and many more.
Peter Leathem, CEO, PPL, says: "Dave Stewart has had a phenomenal career and has long been recognised as one of the most respected and sought after producers in the industry. Having collaborated with so many of the world's leading artists as well as co-founding Eurythmics, it is only fitting that he receives the MPG's Outstanding Contribution to UK Music Award in 2015."
Tickets for the MPG Awards 2015 are now available to order through the website. For full details please visit http://www.mpg.org.uk/mpg-awards/tickets


text:
It looks like "Money Ain't A Thing" rapper/producer Jermaine Dupri is facing some financial difficulties! Dupri's mega mansion is facing foreclosure! Reports state:
"Channel 2 Action News has learned that Jermaine Dupri's mansion on Mount Paran Road in northwest Atlanta was in foreclosure and set to be auctioned on the courthouse steps last week, but the sale was canceled at the last minute.
The law firm handling the foreclosure would not say why the sale was stopped.
Suntrust Bank had started foreclosure on an original loan amount of more than $2.5 million.
According to records Channel 2 obtained from the Georgia Department of Revenue, Jermaine Dupri Mauldin owes the state $493,768.75 in back taxes for 2007.
Channel 2's Tom Regan spoke with Fayette County Tax Commissioner George Wingo. Wingo sent Regan documents showing Dupri owes $14,024.67 in unpaid property taxes, fees and penalties in connection with another home Dupri owns."


text:
Skip to main content
Google Tag Manager
Briefing Book
Fiscal Facts
Sort by
Items per page
Individual Taxes
Business Taxes
Federal Budget and Economy
State and Local Issues
Campaigns, Proposals, and Reforms
TaxVox Blog
Research & Commentary
Laws & Proposals
Model Estimates
The voices of Tax Policy Center's researchers and staff
Filter by Topic
Individual Taxes
-High-income households
-Health care
-Income tax (individual)
-Marriage penalties and bonuses
-Low-income households
-Estate, gift, and inheritance taxes
-Capital gains and dividends
-Alternative minimum tax (AMT)
-Charitable giving
-Child tax credit (CTC)/Child and dependent care tax credit (CDCTC)
-Earned income tax credit (EITC)
-Consumption taxes (individual)
-Payroll taxes
-Unemployment taxes and compensation
-Tax rates
-Tax expenditures (individual)
-Social Security
-Tax administration (individual)
-Tax compliance (individual)
-Tax credits (individual)
Business Taxes
-Tax compliance (business)
-Tax credits (business)
-Tax expenditures (business)
-Tax rates (business)
-Tax administration (business)
-Small businesses
-Consumption taxes (business)
-Corporate income tax
-Energy/environmental tax
-International taxation
-Income taxes (business)
-Pass-through entities
Federal Budget and Economy
-Congressional budget initiative
-Economic effects of tax policy
-Economic stimulus
-Federal debt
-Federal budget
-Federal revenue
-Federal spending
-Revenue sources
State and Local Issues
-Tax-exempt bonds
-State Economic Development Strategies
-State and local budgets
-State and local taxes
Campaigns, Proposals, and Reforms
-Fundamental reform proposals
-Current legislative proposals
-Presidential campaign proposals
-Budget proposals
Filter by Author
Jonathan Ackerman
Nikhita Airi
Rosanne Altshuler
Alan J. Auerbach
Lydia Austin
Richard C. Auxier
Dan Baneman
Lily L. Batchelder
Sandy Baum
Daniel Berger
Aravind Boddupalli
Samuel Brown
Theo Burke
Leonard E. Burman
Sarah Calame
Donnie Charleston
Lucy Dadayan
Grace Enda
Melissa M. Favreault
Norton Francis
Jason Furman
William G. Gale
Brian Galle
Harvey Galper
Sarah Gault
Ted Gayer
Hilary Gelfond
Howard Gleckman
Jacob Goldin
Tracy Gordon
Devin Gould
Jane Gravelle
Maxwell Grozovsky
Claire Haldeman
Dan Halperin
Benjamin H. Harris
G. William Hoagland
Doug Holtz-Eakin
Janet Holtzblatt
Chye-Ching Huang
Erin Huffer
John Iselin
David C. John
Simon Johnson
Adam Kent
Surachai Khitatrakun
Aaron Krupkin
Jeffrey Kupfer
Greg Leiserson
Ruth Levine
Lawrence Lokken
Adam Looney
Chenxi Lu
Elaine Maag
Donald Marron
Thornton Matheson
Aparna Mathur
Mark J. Mazur
Robert McClelland
Signe-Mary McKernan
Brady Meixell
Gordon B. Mermin
Adele C. Morris
James R. Nunns
Benjamin R. Page
Rudolph G. Penner
Pamela Perun
Yifan Powers
Megan Randall
Caroline Ratcliffe
Stephanie Rennane
Joseph Rosenberg
Steven M. Rosenthal
Kim S. Rueben
Frank Sammartino
Chris Sanchirico
Isabel V. Sawhill
Safia Sayed
Philip Stallworth
Ellen Steele
C. Eugene Steuerle
Brett Theodos
Eric Toder
Robert A. Weinberger
David Weiner
David Wessel
Brad Williams
Roberton C. Williams
Vanessa Williamson
George Yin
Renu Zaretsky
Noah Zwiefel
Individual Taxes
Unemployment Benefits Are Taxable Income: That May Reduce EITC Refunds Next Spring
September 15, 2020
Many low- and moderate-income households no doubt were assisted greatly by enhanced federal unemployment insurance benefits that they received earlier this year and would be...
Individual Taxes
What Do People Think About Taxes? They Are Partisan, Dazed, And Confused
September 11, 2020
The newly published results of an extensive survey of public views on taxes find deep partisan divisions and a widespread lack of understanding about federal taxes.
Federal Budget and Economy
Congress Could Provide Much Needed Assistance By Approving A New Round Of Cash Stimulus Payments
September 9, 2020
Congress continues to struggle to reach agreement on a new round of economic relief for millions of people suffering from the effects of the coronavirus pandemic.
Individual Taxes
The Road To Abusive Tax Shelters Is Paved with Good Intentions
September 2, 2020
Conserving nature—not paving over it—is "pretty cool," so much so that our tax code has for decades offered an tax incentive to do it through "conservation easements." But a certain kind of scam has taken that incentive to another level entirely.
Campaigns, Proposals, and Reforms
Would Joe Biden Raise Taxes on Low- and Moderate-Income Families? It Depends on What You Mean by Taxes
September 1, 2020
Is Democratic presidential candidate Joe Biden proposing to raise taxes on low- and middle-income households? He emphatically says no. President Trump and his allies say...
Campaigns, Proposals, and Reforms
Donald Trump's Bullet Point Tax Agenda
August 25, 2020
President Trump is formally kicking off his reelection campaign with a couple of pages of bullet points. It makes for a thin tax policy agenda.
Individual Taxes
Uber, Taxes, and the Question of Who's an Employee in the Gig Economy
August 20, 2020
Uber and Lyft are threating to shut down operations in California because the state considers their drivers employees rather than independent contractors. The distinction might...
Campaigns, Proposals, and Reforms
Biden's Tax Hikes May Be A Tough Sell In 2021. What If He Paired Them With Big Refundable Tax Credits?
August 19, 2020
The real question for Biden is how much of his ambitious tax plan could Congress realistically pass next year.
State and Local Issues
Fines and Forfeitures and Racial Disparities
August 14, 2020
Some evidence suggests that fines and fees, much like policing, are also closely intertwined with issues of structural racism.
Campaigns, Proposals, and Reforms
Senator Kamala Harris Proposed A Bold Tax Credit To Help Low- And Middle-Income Workers
August 13, 2020
As a senator, Kamala Harris has proposed broad legislation designed to raise the incomes of low- and middle-income workers via her LIFT the Middle Class Act.
Load more
© Urban Institute, Brookings Institution, and individual authors, 2020.


text:
Every TV show has an emotional core, something that all the action revolves around. After last night's episode, it's clear that Alcatraz's core is the Madsen family, with all of its unfinished business. What's more, there's actually some hope that there might really be a cool story to tell about these dysfunctional peeps.
Will the Madsens ever be as fascinating as the Bishops? Probably not, but at least there's hope. Spoilers ahead...
Let's recap the action using our patented Alcatraz-o-meter:
This week's time-traveling rapscallion: Guy Hastings — our first Alcatraz guard. He doesn't have a criminal record or an M.O., so it's impossible for our heroes to know what he's up to. And in fact, unlike other time-travelers who combined a crime spree with following out the orders of the mysterious time-nappers, Hastings' mission is entirely time-napper inspired. And now, I want to start calling the evil masterminds behind Alcatraz's temporal disappearances the Time-Nappers from now on.
What emotional unfinished business does our con-of-the-week grapple with? Not much. I mean, he thinks his family is dead, but then it turns out his daughter is alive and has a whole family. But mostly, it's about the Madsen family and their unfinished business this week.
What unethical things do the "good guys" do to keep the Alcatraz thing a secret? Not letting Guy Hastings talk to his daughter who thinks he's been dead for almost 50 years.
Hurley's cute geeky dude moment of the week: Not much. He does go to Doc's Comics and get the stockboy to help with some kind of extremely dubious "find the neighborhood in the Bay Area based on architecture" wizardry. Speaking of which, this show looks less and less like it's really taking place in San Francisco. Or Daly City, as the case may be. But I love that Doc's Comics has a cable car going right past. I'm guessing they filmed a ton of establishing shots of Doc's Comics, during their one day of actual shooting in SF.
Tough-but-evil Emerson Hauser moment of the week: Not a lot. He growls a fair bit, and then at one point he's ready to shoot Guy Hastings in the head, or at least he vaguely acts like it. He's getting soft, and when Rebecca quizzes him early on in the episode he telegraphs he's lying with a giant blazing sign made out of fireworks.
What do we learn about Rebecca's grand-daddy issues? And this is where the episode gets interesting. Turns out that Ray isn't just an old friend of Rebecca's grandfather Tommy — they were brothers, and Ray changed his name so he could become a guard at Alcatraz after Tommy got locked up there. (Because apparently nobody did background checks on guards.) Tommy tries to warn Ray to get out of there, under cover of assaulting him, and Ray is forced to beat Tommy to a pulp — so he can stay as a guard, so Tommy won't be alone. Yes, he beats Tommy half to death out of brotherly love. In the present day, meanwhile, Ray knows that Tommy is back but wants nothing to do with him — or Emerson's taskforce.
And Rebecca realizes her surrogate grandpa, Emerson, desperately needs someone with ties to Tommy Madsen on his taskforce, because Tommy (who's now missing or off the rails) is important somehow. Which means, as Rebecca puts it, that Emerson needs her more than she needs him. The sibling relationship between Ray and Tommy is already the most interesting thing about this show, and if Rebecca seemed to have an emotional connection to either of those guys, we'd be cooking with gas. (Sadly, Rebecca continues to have one personality trait: Dim sum.)
The week's mystery fodder: Well, we hear more about the infirmary and the mysterious blood-drawing and experiments. And we finally hear the story of what it was like to be time-napped, from the perspective of someone who was there. (See clip, above.) At one point, Emerson goes into the "Room" to talk to his weird panel of experts about Tommy, and nobody seems to know much. But the main revelation seems to be that the Time-Nappers have lost track of Tommy, and he's incredibly important to both them and Emerson for some reason. Is it something to do with those experiments that Tommy underwent? Or does Tommy know something?
How sadistic are the flashback scenes, on a scale of Club Fed to Gitmo? Not that sadistic, although Ray beating Tommy to hamburger was pretty violent. Mostly, the flashback scenes continue to be the best part of the show, partly because they tell an interesting story and partly because someone obviously spent a ton of time researching Alcatraz. The amount of detail packed into this episode, about the chaos in the mess hall and about the way the cell doors operated with levers, is gratifying to watch. This is a show where the past is vivid and immediate, and the present feels sort of remote.
This week's random moment of creepiness: I'm straining to think of one. I guess Dr. Beauregard stitching a guy up without anesthetic was vaguely creepy. But not "dancing around next to a corpse" creepy.