CLC-Conference-Proceeding-2018

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disaster with serious implications for life and prosperity. Disasters have the peculiarity of exposing the vulnerabilities of a country, especially when the devastation causes loss of life, housing, energy and a collapse of infrastructure (Cowen, 2014). After five months since Hurricane Maria ravished the Island, Puerto Rico is dealing with a reality that has resurfaced the profound issues of poverty, inequality and outdated infrastructure (Melendez-Olivera, 2017). However, devastation also brings a political environment that, for a short window, provides new conditions for economic and social change (Cowen, 2014; Vallas & Pankovits, 2010). This is the case in Puerto Rico where areas such as health reform, education, job training, housing improvements, and restructuring of the economic base are opportunities that demand an investment of public and private capital. Furthermore, the international attention, federal aid, private donations, and the work of Puerto Ricans that reside in the United States in helping fellow Puerto Ricans that remained on the island have generated emergency capital that, if managed well, can alleviate the immediate effects of the hurricane and set the island on a new trajectory. (Ferre- Sadurni, Alvarez, & Robles, 2017) A Higher Education strategy is paramount to forging a new economic model for the Island that is progressive, equitable, sustainable and focused on common prosperity. What makes post-Hurricane Maria so devastating is that Puerto Rico was already going through one of its most challenging economic times. The country struggled with the impact of mounting government debt, bankruptcy, the exodus of private sector anchors, out migration of residents and intellectual capital to the United States, and a collapsing system of K-12 and higher education (Bosworth & Collins, 2006; Federal Reserve Bank of New York, 2012). The causes for the economic devastation of Puerto Rico are varied and influenced by elements of a political structure that requires rethinking, an economic model that has hinged on borrowing to cover the government expenditures, a culture of partisan fanaticism that strangles innovation and responsibility, and a neglectful treatment of children and families. In June 2015, the government of Puerto Rio announced the Island would default on its public debt of $74 billion plus $49 billion in unfunded pension liabilities. In June 2016, US Congress appointed an oversight board through the Puerto Rico Oversight, Management, and Economic Stability Act (PROMESA) to take over the financial management of Puerto Rico and spearhead the process to regain fiscal sustainability. In the midst of these pre-Maria circumstances, the impact of Hurricane Maria intensified what was already a critical situation in Puerto Rico and placed the island in a survival mode. Higher Education emerges as an anchor with assets for a new industry The number of degrees conferred by private higher education institutions in Puerto Rico has steadily grown since 2009, granting more than half of total degrees in comparison to the public higher education system. While the number of degrees remained virtually flat from 2009 – 2011, there were minor increases
from 2001- 2016. For the 2016-2017 year, there was a significant drop in the overall numbers. Post-Hurricane Maria, this number is expected to drop as many institutions had to close and many students either did not attend schools or decided to complete studies in United States universities. For the 2016-2017 academic year, higher education enrolled 227,255 students. hospitals, including Centro Medico, which is the largest tertiary health provider in the Island. Its programs cover multiple specializations including: medicine, pharmacy, nursing, dentistry, public health and allied health professions. Together with other advanced programs such as social work and psychiatry, the UPR Medical School produces quality health professionals that serve the population in critical areas. (Plan SoS UPR, 2.0, March <strong>2018</strong>) The Higher Education system in Puerto Rico comprises one public university system and a large network of private higher education institutions offering a variety of degrees. The University of Puerto Rico is the state university; receives 68% of its funding from the government of Puerto Rico; and operates 11 regional campuses with Rio Piedras serving as its headquarters and Mayaguez as the STEM campus. Through its Medical School, it also administers the Hospital Universitario (University Hospital) de Carolina Dr. Federico J. Trillas, which serves approximately 58,000 people annually. The faculty at the Medical School plays an important role in providing healthcare for the entire Island through their work with tertiary health institutions and The UPR also houses important partnerships through programs such as Programa de Acceso e Integración Deporte Comunitario (PAIDCO), which leads in the promotion of physical activity and wellness; the Proyecto Enlace Caño Martín Peña, which promotes environmental health for the residents in communities from the G-8; and the alliance with the Ricky Martin Foundation and the Office for Women Rights in promoting education programs for women, as well as combating issues of human trafficking. At the Mayaguez Campus, these efforts include
Page 1 and 2: Anchor Institutions Advancing Local
Page 3 and 4: Matthew Closter MPA, MS, Senior Res
Page 5 and 6: Table of Contents Conference Procee
Page 7 and 8: towards a more balanced and just sy
Page 9 and 10: Dr. Santiago has also extended part
Page 11: Weathering the Storm - Challenges f
Page 15 and 16: This will require rethinking on how
Page 17 and 18: The expansion witnessed in particip
Page 19 and 20: viable contributor to community and
Page 21 and 22: illion to provide relief to Puerto
Page 23 and 24: Puerto Rico Higher education system
Page 25 and 26: Hernandez, J. C., Roman, W., Blas,
Page 27 and 28: The sustainability of the higher ed
Page 29 and 30: 2) Universities as a place for acce
Page 31 and 32: 4) Education and Infrastructure. Th
Page 33 and 34: service facilities, a lake, a golf
Page 35 and 36: There is a considerable skills mism
Page 37 and 38: A Partnership for the Empowerment o
Page 39 and 40: expand their knowledge and practica
Page 41 and 42: Although vast experience is gained
Page 43 and 44: It is easy to appreciate the comple
Page 45 and 46: Cooperatives and Local Development
Page 47 and 48: Continuing in the search for new wa
Page 49 and 50: espectively by the Ministerio de la
Page 51 and 52: The establishment of cooperatives m
Page 53 and 54: the citizen’s new situation, a ne
Page 55 and 56: Díaz, B. (1998). El Enfoque Partic
Page 57 and 58: achievement of its goals and object
Page 59 and 60: providing psychopedagogical care to
Page 61 and 62: educational actions, with the colla
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do this, two instruments were devel
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Figure 1 a and b: Synthesis maps of
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The social situation of Cuban child
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development of these programs and t
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and social lives. The country's soc
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with the ethical and moral values o
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unfavorable to their development an
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Role of Universities in the Creatio
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comprised of representatives of sch
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interdisciplinary master’s degree
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Nonnegative matrix factorizations:
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e obtained as the sum of matrices o
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As is usual in Mathematics, when de
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The stop function finds the zero or
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The values of the pixels of brightn
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REFERENCES i G. H. Golub and C. F.
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The Architecture of Inclusion in An
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A central focus of NCLC’s program
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consider how to best support the en
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University-Community Partnerships i
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nutritional practices in the commun
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and non-profits, and residents, cha
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When institutions openly pursue com
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home, and its home is the neighborl
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their collective expertise to evalu
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collection capacity as well as staf
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mission. Moreover, when factoring i
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the proposed Early Childhood and Co
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