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Campus Carry Laws
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Campus Carry Laws
Shootings have become quite rampant in the United States, and the most alarming thing is that there are no comprehensive laws to govern and restrict gun ownership in the country. Buying a gun is as simple as walking into a store and paying in cash with no additional requirements such as background checks. It comes as no surprise that anyone can purchase a gun and walk into the street and start shooting indiscriminately. Mass shootings have become an almost regular part of breaking news headlines. It is shocking that with all the innocent lives claimed by senseless gun violence, there is yet to be a law that severely limits gun ownership. Even more worrisome is the fact that some Americans staunchly stand by the right to own guns, ignoring the danger that comes with it. Schools and colleges are among the most affected public spaces when it comes to gun violence. It is with this situation in mind that the campus carry laws have been put in place in an attempt to restore sanity in school grounds. However, it is still an intense debate on whether or not people should be allowed to carry firearms inside campus, with both sides of the divide giving compelling reasons for their position.
Some of the most horrific killings are the Columbine High School shootings in 1999 that claimed 15 lives, the 2007 Virginia Tech shootings that claimed 32 and most recently in 2018, 17 people died in a Parklands high school. These statistics show that there was an average of one shooting in the year 2018 (Arrigo & Acheson 136). It is clear that schools and colleges are soft targets for crazed shooters, and more needs to be done to protect the young people in our schools. Other public spaces, such as malls and clubs, have also fallen victim to gun violence. This matter is not restricted to the United States only; Britain and New Zealand have also been victims. On the 15th of March 2019, the Christchurch mosque in New Zealand was attacked by a gunman who killed 51 Muslims in prayer at a mosque. The response to the fatal shooting was fast; the country tightened its gun laws and even banned some types of firearms. Sadly, there has been no similarly swift response in amending gun laws in the US despite the high number of shootings.
Different states in the country have different campus carry laws. These laws refer to the permits to carry concealed weapons within campuses. Some colleges allow licensed holders to carry concealed weapons within campus. These states include Idaho, Arkansas, Georgia, Texas and others. Other states allow individual colleges to decide on whether or not to allow weapons within their campuses. Some states impose certain restrictions such as Tennessee allows licensed faculty members to carry their concealed weapons within the campus, but students are not allowed to do the same. In other states, people can keep their arms concealed in their locked cars within the campus.
There are several reasons given in support of the permission to carry weapons within campus. Statistics have shown that students have the highest percentage when it comes to supporting campus carry at 57%. Faculty are less enthusiastic, with only 37% in support, and the least supportive of campus carry are school administrators, only 19% of whom support carrying weapons on campus (Bennett et al. 348). The most prominent reason is that the student and faculty can keep themselves safe in case of any danger. Within the campus, there are many dangers that students face on a daily basis, including rape, assault, and violent robbery and stalking. Some stalkers show up at their target’s doorstep and follow them around. Despite trying all measures including restraining orders, some stalkers will not relent, and most often they will end up hurting their targets, including raping them and even killing them. If the target were allowed to carry their weapons around, they would feel more secure knowing that they can protect themselves in case of anything.
The second argument for campus carry laws is that the right to carry a weapon is enshrined in the constitution. Students and faculty should be able to enjoy the right to carry their concealed weapons even within campus. There is no reason as to why people should be denied their constitutional rights to carry their weapons simply because they happen to be within campus grounds. Before a person is allowed a permit to carry a concealed weapon, they have to be trained; it has been found that permit holders are the most law-abiding and they are therefore unlikely to misuse their guns. Citizens should retain their rights so that they can be able to protect themselves in case of any danger to themselves or other people.
There are many views that oppose the campus carry laws. The first reason is that gun laws in the country are quite lenient, and therefore, anyone can get their hands on a gun. There are no background checks carried out when a person buys a gun. If a student or member of faculty that is mentally ill gets their hands on a weapon, their behaviour is quite unstable, and this puts others around them at risk. The second opposition to campus carry is that accidents from the concealed weapons are quite frequent. A person carrying a concealed weapon can accidentally set their gun off injuring themselves and other people. In addition to this, students and faculty will be quite nervous if they knew that one of the people in their class or grounds had a gun (Proffitt). They cannot predict the behaviour of the weapon holder; therefore, they have to be on high alert all the time. For this reason, students and faculty will not be able to concentrate on their core activity on campus, which is academics. Additionally, college students that want to commit suicide will be more likely to do it if they have firearms within their reach. People who attempt suicide with a gun succeed 85% of the time compared to only 2% who try using a drug overdose.
The third reason critics present against campus carry is that many college students engage in behaviours such as alcohol and drug consumption; these activities make them prone to erratic behaviour. For example, if a drunk student were to walk around campus with a gun in their pocket and get into a confrontation with someone, they are likely to draw their weapon and hurt other people. Handling firearms within the campus is, therefore, more likely to increase tensions rather that defusing tense situations. Another reason against campus carry is that it is very easy for a student’s firearm to be stolen from their dorm (Bouffard et al. 327). Theft within campus is quite prevalent, and this creates the danger of someone accessing guns that belong to others, even licensed owners.
Most of the students in college campuses are quite young, and therefore, they cannot be lawfully permitted to hold firearm permits. For this reason, the argument that a student or faculty member might have prevented the mass shootings of the past by countering the gunman holds no water. In further opposition to campus carry, it is argued that the job of dealing with armed assailants should be left to professionals such as campus police. These police have been trained for months, and hence, they are qualified to deal with such situations (Wilson & Wilson 32). Contrastingly, license firearm holders are only trained for a short period, such as one day. For this reason, they are not equipped to deal with explosive situations such as a shooter on campus.
Both sides of the debate give very valid points. Many students in support of the campus carry insist that being allowed to carry concealed weapons on campus would help them protect themselves. They can be able to fight their attackers on equal grounds. In addition to this, campus carry proponents say that the number of fatalities and injuries from campus shootings would have been significantly reduced if there had been a student or member of faculty who had a gun to retaliate against the gunmen. On the other hand, the arguments against campus carry laws are numerous.
Most states in the country allow campuses to come up with their own policies when it comes to campus carry. Not surprisingly, most of the campuses have chosen a gun-free policy within their grounds. Most of the students on campus are not yet old enough to be permitted to carry concealed weapons. They also engage in alcohol and drug use; thus, most of the time, they are not in a stable frame of mind. If they are allowed to carry a weapon, is it highly likely that accidents will happen that will lead to deaths. In case of any small altercation or argument, a student will be tempted to draw their weapon, and this might result in fatalities. The best course of action is to keep campuses gun-free so that students and faculty can devote their attention and time towards the core business of the campuses, which is imparting knowledge.
Works Cited
Arrigo, Bruce A., and Austin Acheson. “Concealed carry bans and the American college campus: A law, social sciences, and policy perspective.” Contemporary justice review 19.1 (2016): 120-141.
Bennett, Katherine, John Kraft, and Deborah Grubb. “University faculty attitudes toward guns on campus.” Journal of Criminal Justice Education 23.3 (2012): 336-355.
Bouffard, Jeffrey A., et al. “How many more guns? Estimating the effect of allowing licensed concealed handguns on a college campus.” Journal of interpersonal violence 27.2 (2012): 316-343.
Proffitt, Jennifer M., et al. “11 Preventing Violence or Promulgating Fear? ALEC, the NRA, and Guns on Campus.” (2017).
Wilson, Charles P., and Shirley A. Wilson. “Perceived roles of campus law enforcement: A cognitive review of attitudes and beliefs of campus constituents.” Professional Issues in Criminal Justice 6.1 (2011): 29-40.
Monetary Policy in the UAE
Monetary Policy in the UAE
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TOC o “1-3” h z u HYPERLINK l “_Toc413348612” Introduction PAGEREF _Toc413348612 h 3
HYPERLINK l “_Toc413348613” Monetary Policies in the UAE PAGEREF _Toc413348613 h 3
HYPERLINK l “_Toc413348614” Discussion PAGEREF _Toc413348614 h 4
HYPERLINK l “_Toc413348615” Implications PAGEREF _Toc413348615 h 4
HYPERLINK l “_Toc413348616” Economic growth PAGEREF _Toc413348616 h 4
HYPERLINK l “_Toc413348617” Low unemployment PAGEREF _Toc413348617 h 5
HYPERLINK l “_Toc413348618” Stable prices PAGEREF _Toc413348618 h 5
HYPERLINK l “_Toc413348619” Conclusion PAGEREF _Toc413348619 h 5
HYPERLINK l “_Toc413348620” Reference PAGEREF _Toc413348620 h 6
Introduction
The Government of the UAE employs an active expansionary monetary policy that is dedicated to growing the economy and producing the desired economic goals of stable prices, low unemployment and high and sustained economic growth as evidence by the article provided “Dubai plots return to credit markets”. Dubai is planning to sell more bonds in order to finance a more diverse economic strategy. With more money “in hand”, Dubai will move forward with plans to increase real GDP by increasing government spending on things such as infrastructure and investments in the aviation market. This is a strategy that is in lock-step with government’s fiscal policy in order to achieve the three economic goals. While the goal remains the same, the implications are more severe and potentially more disastrous. As with fiscal policy, we gain a better understanding of how this may or may not affect the three economic goals by dichotomizing the subject into Hands-on (active) monetary policy, or Hands-off(free market) monetary policy. Again, it is understood that the Hands-off monetary policy in essence means little or no government intervention which is ultimately a contradiction of monetary policy (Ellaboudy, 2010).
Monetary Policies in the UAEThe UAE owes much of its success in banking to enforcing tight monetary policies while maintaining an open and free economic zone. Espinoza & Prasad (2012) states that the UAE dirham -US dollar linkage simply shows that crude oil is sold in US dollars and that domestic interest rates will also move in tune with the US interest rates.
As an open and free economic system, the government kept to a minimum its directives on how private sectors conduct their businesses. No direct taxes are imposed on profits earned by the corporation as well as on personal income. This rule, however, does not apply to foreign banks and oil companies. In addition to the fact that trade barriers and exchange controls does not exist, capital and profits earned by foreign business can also be moved from UAE to the home base without fees. Moreover, customs duties are not only low but also has a lot of exemptions and tolerant visa policies permits easy hiring of skilled migratory workers (www.dubai.ae).
Sultan Bin Nasser Al-Suwaidi, Governor of CBU, expressed his fears in his speech during the 18th World Conference of Banking Institutes (2009) that the crisis of finance around the globe may slightly “reduce the prospects for the UAE economic growth” but to help lessen its impacts, he offers the following steps to be taken (Hebous, 2006). The UAE monetary policy will continue its direction on maintaining low official interest rates;
A “reasonable but low rate of credit expansion and restricted banking expansion will be enforced by the credit and banking policies of the UAE CBU; Comprehensive assessment of UAE banking practices is generally conducted by the International Monetary Fund (IMF) missions using available data provided by the country itself and self-assessment documentations. The IMF 2003 Report on the Observance of Standards and Codes (ROSC) as cited by e- Kamar & Ben Naceur (2007) reveals that while CBU “observes most good transparency practices regarding monetary policy,” it also has its weaknesses. For instance, there has never been a public disclosure of the process of determining the amount as well as amount of annual net profits. At present, this policy hasn’t been changed. As a whole, the ROSC recommended for the CBU to reinforce their reporting methods, especially with regards to the banking decisions and operations.
DiscussionThe UAE has been reported to be among the countries with some of the best banking practices in the world. This reputation is largely due to the monetary system employed by the United Arab Emirates. In a growing economy like the UAE, monetary policies have the power to control its economy and have the government provide for the money that it needs. However, the recent 2008 global crisis show a dwindling of this confidence and loopholes in the monetary policy of the country were noted (Kamar & Ben Naceur, 2007). The blog further opined that total monetary policy control had never been previously an issue due to an incorrect assumption that the “economy will always grow and the market will not fluctuate.” The UAE then realized that it should have had total monetary policy control, specifically in controlling the interest rates, to deflect some of the negative effects of the inflation. Among the reasons for which is the AED dirham-US dollar linkage.
Monetary policies are used to control economic factors as unemployment, inflation, international trade, productivity, and investments. Even if the UAE have some abilities in its expansion policies due to the country’s oil reserves, the UAE doesn’t have a contractionary monetary policy which uses an increase in interest and tax rates (Hebous, 2006). Although, the country may well be able to control other factors, if and when the UAE economy will mature and it still does not have total control over its contractionary monetary policy, one of its predicted results will be that the circulation of money will get out of hand.
Hebous (2006) concludes that monetary policies should give total authority on money supply, expansion, and contraction policies for the economy to become truly stable. On the other hand, Espinoza & Prasad (2012) believes that the UAE will not be affected too much by the “deflationary trap” experienced by other countries. Since the UAE pegs its dirham to the US dollar, it lacks a contractionary monetary policy; hence, the CBU cannot control inflation rates and inflation rates, in turn, tend to be erratic.
Among its effects would us that “investment decisions on the aggregate level are made according to the real rate of interest” (Ellaboudy, 2010). When the dynamics in investments become unstable, this dirham-dollar linkage would have its advantages in the long run because it ensures minimal monetary disturbances. Ellaboudy (2010) further purports that this set-up is especially beneficial for an emerging economy like the UAE.
Implications
Economic growth Buy selling bonds the UAE is stating implicitly that it believes that by acquiring the cash and issuing the bond to the purchaser at a certain interest rate, it can turn around and invest the cash into the channels it sees fit, whether this be infrastructure or aviation, and then payback the debt when the investment turns profitable. The plan faces many contingencies and hinders on the ability of the UAE to take full advantage by putting the cash to work in the most efficient way possible, and if history is any indicator Dubai’s track record of risky bets is not a sure thing. Be that as it may, the results will undoubtedly be higher of GDP due to active Hands-on monetary policy. A Hands-off monetary policy would, in essence, require that no debt be issued, rather sufficient cash to invest would have to be literally “in hand” before forward motion could begin on any project, regardless of how profitable the investment is deemed to be. This antiquated notion of “looking before you leap” seems to be falling further behind the times with every bond issued.
Low unemploymentIn a Hands-off market economy, implementing monetary policy to achieve particular results, for example changing the money supply by selling more government issued bonds to achieve higher output of GDP, is considered bad money management and contrary to the idea of Hands-off economics. To simplify the perspective lets imagine the UAE is a small household family. Would it be sound policy for a house that is extended beyond their means to engage in more borrowing in order to achieve a higher standard of living? Even if the goal is thought to be an increase of the households overall income, the risk of “mortgaging your future” could have unintended consequences that are far reaching and generational. The UAE could never be confused with a small household, with vast future wealth coming from a seeming less endless supply of oil. By using the Hands-on theory, Dubai will sell government issued bonds and use the cash to build roads and airports, putting its citizens to work immediately, effectively keeping unemployment low and GDP high (Ellaboudy, 2010).
Stable pricesHere, it seems, is where “the wheels fall off the wagon” when it comes to Hands-on monetary policy. To put in less contrived words, increasing the supply of money has been proven to increase overall prices and not just in the short term. It is foolish to think that monetary policy is the lone contributor to inflation, many factors must be weighed, but none seemingly have the same direct impact as monetary policy. The short-term gains are indeed popular for Hands-on monetary policy and the results are hard to argue with, but at what cost? (Espinoza & Prasad, 2012)
ConclusionThe UAE had and has been proving to be successful in its implementation of monetary policy. The heads of each state within the UAE are seemingly aligned in their lazier-like focus of achieving the three economic goals and allowing the citizens to continue their high standard of living that is on par with many western European nations. The question remains of sustainability and willingness to adapt to an ever increasing globalized economy.
ReferenceEllaboudy, S. (2010). The global financial crisis: economic impact on gcc countries and policy implications. International Research Journal of Finance and Economics, 41, 180-193.
Espinoza, R. A., & Prasad, A. (2012). Monetary policy transmission in the GCC countries.
Hebous, S. (2006). On the monetary union of the Gulf states (No. 431). Kiel advanced studies working papers.
Kamar, B., & Ben Naceur, S. (2007). GCC monetary union and the degree of macroeconomic policy coordination. IMF Working Papers, 1-33.
MODULE 2 ASSIGNMENT
MODULE 2 ASSIGNMENT
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Current Evidence Concerning the Use of Learning Style Inventories and How to Use Such Tools
Empirical evidence clearly shows that there is currently not enough evidence to justify the use of learning style inventories (Newton & Miah, 2017). According to Bhagat et al. (2015), even though learning style inventories are renowned classroom tools, researchers have established little evidence to support that matching the learning preference of a student to the instructional strategy results in improved educational outcomes. The authors further reveal that several scholars have found that learners who are taught according to their preferred learning style do not perform better than those who are unmatched with their learning style.
Learning style inventories are in the form of questionnaires and are mostly utilized in the classroom to help respondents identify their preferred learning style. Supporting this statement, Çakıroğlu (2014) reveals that learners have differing preferences for how they learn new information. As such, I would use learning style inventories at the beginning of a class to learn more about my students’ needs. Since no single tool can be used to measure all domains of learning: psychomotor, cognitive, and affective, I can combine two or more learning style inventories to understand my student’s needs and their preferred learning. Understanding my student’ preferred learning styles will allow me to develop a teaching approach that will incorporate all their learning needs.
Types of Diverse Students and How to Meet Their Learning Needs
One type of diverse student population is auditory learners. This group of students learns by hearing and listening. Auditory learners remember content with ease when it is presented in an auditory format (Rogowsky et al., 2020). Usually, these learners should be introduced to new information by first hearing about it and then providing verbal feedback to reinforce it (Bastable, 2019). Therefore, to meet this group of students’ learning needs, I can record class content and share it with students before the actual class meeting. I can request the students to listen to the audio before we meet for the next class. Allowing the students to listen to the audio and explaining to them the audio content will help meet their learning needs. Also, since these students learn by hearing and listening, I can adopt group discussions as a teaching approach. I can also minimize noise during the class to meet the learning needs of auditory learners.
Visual learners are another type of diverse student population. Instead of words, these students mostly utilize visual imagery, colors, graphics, symbols, and pictures to learn. Usually, visual students must see the information so as to learn it (Rogowsky et al., 2020). Furthermore, visual learners have a photographic memory and may use tone, color, and brightness to recall information. To meet visual students’ learning needs, I can use relevant pictures, charts, and graphs while using projectors to oblige the course content to enhance students’ understanding. Since these students can use color and brightness to recall information, I can also use shading codes and signal to help them remember the content taught. Since Bastable (2019) urges that visual students learn more easily by observing, viewing, and watching, I can ensure that I use demonstrations so as to meet their learning needs.
Another type of diverse student population is tactile learners. This group of learners learns through handling, touching, and manipulating objects (Buşan, 2014). According to Bastable (2019), tactile learners remember when they draw, write, and move their fingers. Therefore, to meet these students’ learning needs, I can empower them to recopy notes during the study time. I can also adopt the use of scientific experiments when teaching this group of students so as to ensure that their fingers are engaged.
Strategies that Affect Students’ Readiness to Learn and Strategies that Can be Implemented Across All Adult Learner Populations.
Students’ readiness to learn can be affected by several factors. To begin with, anxiety level significantly impacts students’ emotional readiness to learn. Anxiety influence’s student’s ability t perform at the psychomotor, cognitive, and affective levels. Fear, a significant contributor to anxiety, adversely affects learners’ readiness to learn in the three learning domains. Different levels of anxiety affect students’ readiness to learn differently. Low anxiety levels may lead to inaction on the part of the student, while a moderate level of anxiety motivates students to learn. As the anxiety level increases, the learner’s emotional readiness to learn starts to increase and starts to decline after reaching a peak (Bastable, 2019). A strategy that can be implemented across all adult learner populations to increase motivation to learn includes ensuring that the learner’s anxiety level is moderate and less emotional. Anxiety levels can be moderated by engaging in physical exercise since it allows the learner to stay active.
Health status also affects a learner’s physical readiness to learn. The student’s health status is crucial for determining the amount of energy available and the learner’s comfort level, influencing their readiness to learn. Energy-reducing demands which result from the body’s response to diseases and illnesses require the student to spend large amounts of psychic and physical energy, thus leaving little energy for actual learning. Consequently, this reduces the student’s readiness to learn. On the other hand, healthy learners have high amounts of energy available for learning, increasing their readiness to learn. A strategy that can be implemented across all adult learner populations to increase motivation to learn includes promoting health-living behaviors such as healthy eating and engaging in physical exercise (Bastable, 2019).
Furthermore, environmental effects also affect a student’s readiness to learn. An environment conducive to learning helps maintain the student’s attention and stimulate their interest in learning. On the other hand, unfavorable environmental conditions adversely affect students’ learning readiness. For instance, very high levels of noise induce vibration of body parts which negatively affects levels of concentration. A strategy that can be implemented across all adult learner populations to increase motivation to learn to include creating a favorable learning environment free from noise and other distractions (Bastable, 2019).
Also, the complexity of tasks affects students’ readiness to learn. Variations in the complexity of a task affect the degree to which behavioral changes are necessary for the psychomotor, cognitive, and affective domains (Bastable, 2019). For example, it is difficult for a student who has learned a psychomotor skill for completing a certain task to learn a new skill if the procedural steps of undertaking that task change. This is because learning new skills and unlearning the past steps increases the complexity of the task. Therefore, a strategy that can be implemented across all adult learner populations to increase motivation to learn entails providing training classes before the change is introduced.
How American with Disability Act (ADA) Affects Learning and Teaching in Higher Education and How to Meet the Needs of Students with Special ADA Needs
The ADA was signed into law on July 26, 1990 by President George H. W. Bush. ADA protects individuals living with disability from discrimination (Bastable, 2019). The ADA affects learning and teaching in higher education in different ways. Firstly, the ADA mandates that higher education institutions should make fair provisions for disabled students (Vance et al., 2014). It requires that higher education institutes that receive federal funding must not discriminate in student care, recruitment, and admission. Also, the ADA provides that students with disabilities can ask for academic accommodations, which may include auxiliary aids, to enable them to enroll and learn from all postsecondary educational activities and programs. This provision ensures that all institutions of higher learning make adjustments to ensure that the academic program is accessible to students with disabilities. The ADA also assists in implementing necessary changes in laws, processes, and procedures and facilitates the accessibility of classes and exams, which are crucial in making sufficient arrangements for disabled students.
To meet the needs of a learner with special ADA needs, several strategies can be incorporated into the teaching/learning plans. First, a universal design and provision of accommodation are the main strategies for increasing the overall accessibility of higher education by disabled students. Secondly, the use of technology in institutions of higher learning can help meet the needs of a student with special ADA needs. For example, technology can be used to facilitate online learning. Notably, online learning may be more suitable for students with physical disabilities than physical classes. Also, adopting technology can be beneficial for creating a favorable experience in institutions of higher education. For instance, assistive technology can be used to deal with print-related disorders by enlarging the text or helping deaf and hard-of-hearing students with hearing aids. Since such technologies may take longer to master, they can be accompanied by sufficient training for both instructors and teachers. Another strategy that can be incorporated in teaching/learning plans to meet the needs of a student with special ADA needs is the introduction of peer to peer mentoring programs as well as academic coaching to help other students understand the needs of the students with disability and learn how they can help them. Higher education institutions can also expand mobility for wheelchairs in restrooms and introduction of door handles and hard products. Also, lifts should be introduced in institutions for higher learning to make movement easy for students with special ADA needs.
References
Bastable, S. B. (2019). Nurse as an educator, principles of teaching and learning practice.
Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed-method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58. https://dx.doi.org/10.4103%2F2229-516X.162281Buşan, A. M. (2014). Learning styles of medical students-implications in education. Current health sciences journal, 40(2), 104. https://dx.doi.org/10.12865%2FCHSJ.40.02.04Çakıroğlu, Ü. (2014). Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course. International Review of Research in Open and Distributed Learning, 15(4), 161-185. https://doi.org/10.19173/irrodl.v15i4.1840Newton, P. M., & Miah, M. (2017). Evidence-based higher education–is the learning styles ‘myth important?. Frontiers in psychology, 8, 444. https://dx.doi.org/10.3389%2Ffpsyg.2017.00444Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 164. https://doi.org/10.3389/fpsyg.2020.00164Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 164. https://doi.org/10.3389/fpsyg.2020.00164Vance, M. L., Lipsitz, N. E., & Parks, K. (2014). Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education. NASPA-Student Affairs Administrators in Higher Education. 1875 Connecticut Avenue NW Suite 418, Washington, DC 20009.