Posts Tagged ‘EIN# 226000910 (NJIT-a public university)=Sole Corporate Member of NJII (EIN#4071042118 | inc 2014) SeeAlso NJIT’s Foundation’
Bonus Content (Illustrations, More In-Depth Details) by Post, from Certain 2019 Posts, ‘Oct. 3 Clarifications’ and my FNAQs (Publ. Nov. 4, 2019).
This post was assembled and written and published (about 5,000 words only) within one day, then tweaked the day after.
POST TITLE: Bonus Content (Illustrations, More In-Depth Details) by Post, from Certain 2019 Posts, ‘Oct. 3 Clarifications’ and my FNAQs (Publ. Nov. 4, 2019). (Short-link ends “-bvP,” with last update to add headings and reformat some images, Nov. 7, now about 6,500 words)
The top part (Pt. I, My FNAQs) is freshly written; the bottom two-thirds (now, Pt. II, Oct. 3 [2019] Clarifications and Pt. III, Extra Content) were moved/reallocated from another post, to air the content again, as explained below. Pt. III has the most images and may be the longest. I have a brief footnote, commentary on a previous “find” on the blog which only asking the FNAQs would’ve unearthed. And an important one, too…
Pt. II, “Clarifications” summarizes my approach to this blog and links to footnoted content on “Acknowledgements, Executive Summary” (Sticky Post #3 now). I think those footnotes will be my next post.
Comments fields are open; let me know if this post raises questions you had, but hadn’t found answers to yet or questions you do not routinely ask when evaluating, assessing, or simply deciding whether to follow (read, support, engage with) a cause featured on a website or referenced in the media, but might consider asking from now on. Or any other relevant question.
Going after the answers to certain basic types of questions for even ONE organization* immediately starts building [your] transferable skills in reading and assessing basic life situations and government, philanthropy, causes. It’s a good habit! I believe identifying certain basic facts (and using the vocabulary to express them: entity/non-entity; public/private; registered for-profit/not-for profit; home legal domicile (country, province, state or territory (if USA)…) should also be basic citizenship skills, necessary in keeping government honest. **when you hadn’t asked or even wondered about these things/asked yourself such questions before.
If you still think that’s someone else’s job, so long as you vote and read/listen to the news, please reconsider!
I haven’t been back to high school recently (or teaching in them), but I don’t see that asking these questions or providing the skills to answer them (or even the websites where they might be) is taught as basic part of “critical thinking” skills in at least (USA) public schools who are often the testing grounds for privatization of behavioral transformation efforts (etc.).
How could they be? Public schools (categorically) are projects of the government specialized school districts which are government entities; finding their financial statements (CAFRs) would shed light on the entire assets to liabilities, revenues to expenses status of government itself, and how a Budget =/= a Balance Sheet, and how convoluted, in fact, are the programs contracting with and run in the entire operational infrastructure, often targeted by private collaborating foundations (tax-exempt, nonprofit, etc.) testing new technological, psychology, behavioral modification tactics, how to turn schools into social service centers, and at times, sad to say, also drugs. (Texas TMAP, replicated, later whistleblower, in Pennsylvania, etc.).Many people may think public school financials come under county governments but typically they do not, and are reporting separately.
This also relates to the major asset investment platforms, i.e., institutional funds.
Meanwhile, locally, people are often encouraged to fund-raised for (separate) foundations (tax-exempt 501©3s named after the school districts without having ever looked to see what resources are actually available, and how they are being handled. I’ve seen this in both urban (inner-city) and wealthy (SF Bay Area suburban) areas. Real estate values tied to quality of schools conceal how much extra money poured into them from outside supplements education quality, or how much extra effort parents (who can, often, afford this) put in to bring their own children’s performance levels competitive (for college…) with those in private schools in the same communities. I’ve seen this as both a parent and a service provider to for what a public school budget, typically, eliminates, even in “good” school districts.
A few years ago I wrote a series of posts (out of my own curiosity and where it overlapped with Family Court matters) on organizations focused on running programs for and through public schools, USA to close income and wealth gaps. The same collaborations also pushing, heavily, for starting schooling at age ZERO; this will continually blend public and private revenues to places untrackable…
All this has to do with attention: what you pay attention to, and notice when that information is absent in a presentation. Much of this can be looked up on a cellphone.
Pt. I., My FNAQs
I decided to start with my persistent “FNAQs,” which Pts. II and III reminded me about).
FAQs are Frequently Asked Questions, according to whoever designed a particular website. They are commonplace.
Here are many FNAQs (Frequently NOT Asked Questions) which I asked and sought answers to time and again over the years during my blogging, to the point most of them became a basic checklist and (when answers were not found) a mental note about the missing information to that entity (or, non-entity) as well as (verall) an ongoing irritant and motivator to keep looking.
I think they are good questions but sad to say, not routinely asked by the public regarding organizations they deal with, seek help from, donate to, or become aware their (respective) government entities fund. In fact the first question is about identifying “Entity or Not?” when faced with these circumstances.
Let's Get Honest! Absolutely Uncommon Analysis of Family & Conciliation Courts' Operations, Practices, & History 