Hawaiian City Garden

StopMoskowitz :: The Coalition for Justice in Hawaiian Gardens and Jerusalem Support the Coalition with your Donation Donation Amount $25.00 $50.00 $100.00 $250.00 $500.00 $1000.00 thank you The Coalition for Justice in Hawaiian Gardens and Jerusalem P.O. 67903, Los Angeles CA 90067 310 553-1146 email -- How Moskowitz Profits from his Hawaiian Gardens Non-profits A Detailed Analysis of Irving Moskowitz's Non-profit Operations in Hawaiian Gardens nonprofit (non·prof·it) adj. 1. not conducted or maintained for the purpose of making a profit <a nonprofit organization> - noun 2. a nonprofit organization, institution, corporation or entity. These days, Dr. Irving Moskowitz is seldom seen in Hawaiian Gardens but his presence is everywhere. A banner bears his name in a picture of the Little League team that runs in the local paper. Senior citizens attending a city council meeting sport t-shirts with Moskowitz's name emblazoned across the back. Moskowitz may be hundreds of miles away at his home in Miami Beach but he is ubiquitous in the community as a businessman and benefactor who has pumped millions of dollars into the city. And there is no question Hawaiian Gardens is in need of help. The unemployment rate is high in this largely immigrant slice of LA County where half of all adults lack a high school diploma. And where close to one out of every four Hawaiian Garden residents lives below the poverty line. 1 But Irving Moskowitz's track record of less-than-charitable activity in Hawaiian Gardens belies his image as a philanthropist - a careful examination of his financial records and those of his non-profit foundation show that the majority of his contributions resulted in either financial gain or increased political influence for himself. Dr. Moskowitz, it seems, has engaged in non-profit profiteering in Hawaiian Gardens. Since posting this report on our website, more information has come to light that strongly suggests that Moskowitz's non-profit Tri-City Regional Medical Center is in violation of Internal Revenue Service rules qualifying health care providers for tax-exemption. (Click here to read more) Putting the 'profit' in Non-profit healthcare Tri-City Hospital sign greets motorists entering Hawaiian Gardens saying the "community" facility serves all health needs - as long as you're not poor or pregnant. Take Tri-City Regional Medical Center in Hawaiian Gardens. In 1996, when its balance sheets were beginning to look less-than stellar, 2 Moskowitz decided to spin off this privately owned hospital as a non-profit, while retaining ownership of the building and land. 3 Immediately after converting Tri-City Regional Medical Center into a non-profit, the Irving I. Moskowitz Foundation 4 donated $4.9 million in tax-free proceeds from its Hawaiian Gardens bingo to the hospital. 5 Moskowitz then began collecting the money back by charging the hospital $95,000 a month in rent, payable to his private landlord company. 6 Those payments now exceed $110,000 per month. 7 California state financing records show that in 2000 the foundation made an additional transfer of funds to Tri-City. 8 The hospital's fidelity to the concept of charitable trust 9 is tenuous at best. This could perhaps be forgiven if the hospital was meeting the health care needs of the local community. But despite its non-profit status, Tri-City is less than solicitous when it comes to the health of Hawaiian Gardens. When the hospital applied for non-profit status in 1997, it made a commitment to provide pre-natal care. 10 Recent patient discharge data published by the state of California shows that Tri-City has stopped delivering babies - none were born at the hospital in either 2000 or 2001. 11 It isn't for lack of demand for services. Last year residents of Hawaiian Gardens brought home 98 newborn babies. 12 While small in size (the city's population is a little under 15,000 13 ), Hawaiian Gardens is a young, largely immigrant community - recent census data indicates the average age of its resident is 26. More than half of the households have children under the age of 18. And as of 2000, a little more than 10 percent of the population was under the age of 5. The women of Hawaiian Gardens are having babies - they are just not having them delivered at the hospital in their own neighborhood. Tri-City's failure to fully address the health care needs of the poor may be a factor. Again, nearly one out of every four resident of Hawaiian Gardens lives below the poverty line and many are immigrants who do not qualify for state programs such as MediCal (although MediCal is available to cover prenatal care and deliveries for undocumented immigrants, making the hospital's failure to provide these services all the more shocking). Stomach stapling accounts for a large part of Tri-City Hospital's tiny patient census. When it turned non-profit the hospital made a commitment to provide free or reduced cost care to the indigent 14 - and yet in recent years Tri-City has provided zero dollars in charity care. 15 State health care data shows the other four non-profit hospitals of comparable size in LA County provided a combined total of two million dollars in charity care in 2001 (the most recent year that statistics are publicly available). 16 Tri-City's failure to pull its own weight when it comes to helping out poor patients has little to do with its bottom line - in 2001 the hospital's gross patient revenue exceeded $72 million and its net income was slightly more than two million dollars - despite the fact that its occupancy rate in 2001 was an abysmally low 19.6 percent. 17 The average occupancy rate for other hospitals of comparable size in the state of California that year was 52.16 percent. 18 How does the hospital manage to stay afloat with such low patient volume? The answer may be as close as the sign in front of Tri-City's main entrance announcing it is also the home of "The Center for the Surgical Treatment of Obesity." Tri-City, it seems, has gotten into the lucrative business of stomach stapling. The Center, run by the somewhat famous Dr. Mathias Fobi provides surgical stomach shrinking services to patients clinically termed morbidly obese, that is, those who are 75 to 100 pounds or more overweight. (In what is perhaps an unfortunate display of poor taste, his website's motto is "lighten up." 19 ) According to a CBS News Report profiling his practice, Fobi performs surgery on up to 600 patients a year. 20 While Fobi charges for the surgeries he performs, the hospital also bills patients for the use of its operating and recovery rooms and other medical services it provides. In 2002 patients who underwent the surgical procedure at Tri-City, on average, racked up $50,000 in hospital charges. 21 State health care data shows that at least 439 Tri-City patients underwent the stomach stapling procedure last year, that is, more than one out of every four patients that received some sort of surgical treatment at the hospital had their stomach stapled. 22 Total charges for those patients was $21,936,400 - representing close to a third of the hospital's gross charges for the year. Tri-City's 2001 income tax forms (the most recent that are publicly available) indicate that by far its highest paid independent contractor that year was FOCA Management Company, a private company registered to Dr. Mathias Fobi. 23 Tri-City paid Fobi's firm $2,293,044 - more than its next four highest paid contractors combined. 24 Dr. Fobi has made numerous national television and radio appearances touting his surgical techniques and his patients come from as far away as Alaska, 25 but the obesity center appears to be of little value to the community where it is based: last year not one Hawaiian Gardens resident made the short trek across this mile-wide city to receive the procedure. 26 One former City Council member recalls that when the hospital was first built, Hawaiian Gardens welcomed it as the solution to the community's unmet health care needs. But citing the high cost of treatment at Tri-City and the lack of charity care, he said few use the hospital now. State health care data backs that assertion up - despite its proximity only 13.7 percent of all Hawaiian Gardens residents who were hospitalized in Los Angeles County last year were admitted to Tri-City Regional Medical Center. 27 Hawaiian Garden residents admitted to the hospital represented an even smaller percentage of Tri-City's total patient census - just 5.4 percent. 28 Since posting this report on our website, more information has come to light that strongly suggests that Moskowitz's non-profit Tri-City Regional Medical Center is in violation of Internal Revenue Service rules qualifying health care providers for tax-exemption. (Click here to read more) Banking on Bingo Bucks Moskowitz earns more than $1.3 million dollars annually as landlord of what is ostensibly a non-profit hospital. But his money-making off non-profits doesn't end there. In 1988, the city of Hawaiian Gardens granted the Irving I. Moskowitz Foundation a license to operate a non-profit bingo within its city limits in exchange for a commitment to spend the majority of the funds generated by the bingo on the local community. The foundation, which had existed mainly to own a piece of land in Northern California and seldom got much cash, was suddenly taking in more than $30 million annually from bingo games. But the foundation's bottom line wasn't the only beneficiary. 29 Moskowitz is the managing general partner (for practical purposes, the sole owner) of Cerritos General Hospital Company, the private firm that owns the land where his bingo is situated and the building in which the game is played. 30 It is not possible to tell from the foundation's IRS 990 forms (which non-profits file instead of income tax returns), exactly how much Moskowitz's foundation is paying him for use of the land, but even by conservative estimates, the total comes to several hundred thousand dollars a year. The Moskowitz Foundation's 2000 and 2001 990 forms show that in both years it paid total occupancy costs (defined by the IRS as rent and utilities) of over $900,000 for services and programs. The bingo is the foundation's only activity -- apart from writing checks. If even half its occupancy costs went to paying rent on the bingo hall as opposed to covering the costs of electricity, gas and water, it's safe to say Moskowitz is paying himself roughly $450,000 a year for the privilege of holding his own bingo games. On top of the bingo's rental payments, Moskowitz also drew more than half a million dollars in salary ($322,880 in 1999 and $184,503 in 2000, respectively) from the Moskowitz Foundation. 31 By contrast, the Moskowitz Foundation takes advantage of a state law requiring bingo workers to be volunteers for the non-profit operating the bingo. To run the bingo, Moskowitz uses mostly immigrant workers who have no ties to, or even knowledge of, the aims of his foundation, compensating them with nothing but the opportunity to get tips from bingo winners. 32 Workers say that their nightly shifts sometimes bring in as little as $20, even though the "volunteers" essentially function as full-time employees. 33 The Mexican American Legal Defense and Educational Fund is currently suing Moskowitz's bingo on behalf of 24 unpaid bingo workers. 34 continued on page two View all news reports 2003 the Coalition for Justice in Hawaiian Gardens and Jerusalem

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Totally Hawaiian Gift Gallery | Store/Shop Review | Maui | Frommers.com Home > Destinations > North America > USA > Hawaii > Maui > Shops > Totally Hawaiian Gift Gallery FREE Newsletters! Win a FREE Trip! This Island Entire Site Destinations Deals/News Bookstore M. Boards Maui Introduction Planning a Trip For Foreign Visitors Hotels Restaurants Attractions Nightlife Shopping List All Overview In Depth Walking Tours Driving Tours Active Pursuits Message Boards Index Email Print RSS Totally Hawaiian Gift Gallery Address 1221 Honoapiilani Hwy Location In the Lahaina Cannery Mall, Lahaina Phone 808/667-2558 Frommer's Review This gallery makes a good browse for its selection of Niihau shell jewelry, excellent Hawaiian CDs, Norfolk pine bowls, and Hawaiian quilt kits. Hawaiian quilt patterns sewn in Asia (at least they're honest about it) are labor-intensive, less expensive, and attractive, although not totally Hawaiian. Hawaiian-quilt-patterned gift wraps and tiles, perfumes and soaps, handcrafted dolls, and koa accessories are of good quality, and the artists, such as Kelly Dunn (Norfolk wood bowls), Jerry Kermode (wood), and Pat Coito (wood), are among the tops in their fields. Note: This information was accurate when it was published, but can change without notice. Please be sure to confirm all rates and details directly with the companies in question before planning your trip. Email Print RSS Source: Frommer's Maui 2006 Sponsored Links: What's This? Save on luxury travel auctions to the U.S.! Exclusive ski offers at Destination: Snow. Home | Destinations | Hotels | Trip Ideas | Deals & News | Book a Trip | Tips & Tools | Travel Talk | Bookstore About Frommer's | FAQ | Contact Us | Help | Site Map | Privacy Policy | Advertise With Us Add Frommers.com RSS Feed ( What's This? ) Add Frommers.com Deals & News to Your Web Site © 2000-2006 by Wiley Publishing , Inc. All rights reserved. Home > Destinations > North America > USA > Hawaii > Maui > Shops > Totally Hawaiian Gift Gallery

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SEVEN PRINCIPLES FOR GOOD PRACTICE SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCATION By Arthur W. Chickering and Zelda F. Gamson Reprinted with permission. Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses -- so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. States have been quick to respond by holding out carrots and beating with sticks. There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members. They are the precious resources on whom the improvement of undergraduate education depends. But how can students and faculty members improve undergraduate education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and universities. Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. We can do it ourselves - with a little bit of help... These seven principles are not ten commandments shrunk to a 20th century attention span. They are intended as guidelines for faculty members, students, and administrators -- with support from state agencies and trustees -- to improve teaching and learning. These principles seem like good common sense, and they are -- because many teachers and students have experienced them and because research supports them. They rest on 50 years of research on the way teachers teach and students learn, how students work and play with one another, and how students and faculty talk to each other. While each practice can stand alone on its own, when all are present their effects multiply. Together they employ six powerful forces in education: activity, expectations, cooperation, interaction, diversity, and responsibility. Good practices hold as much meaning for professional programs as for the liberal arts. They work for many different kinds of students -- white, black, Hispanic, Asian, rich, poor, older, younger, male, female, well-prepared, underprepared. But the ways different institutions implement good practice depend very much on their students and their circumstances. In what follows, we describe several different approaches to good practice that have been used in different kinds of settings in the last few years. In addition, the powerful implications of these principles for the way states fund and govern higher education and for the way institutions are run are discussed briefly at the end. As faculty members, academic administrators, and student personnel staff, we have spent most of our working lives trying to understand our students, our colleagues, our institutions and ourselves. We have conducted research on higher education with dedicated colleagues in a wide range of schools in this country. With the implications of this research for practice, we hope to help us all do better. We address the teacher's how, not the subject-matter what , of good practice in undergraduate education. We recognize that content and pedagogy interact in complex ways. We are also aware that there is much healthy ferment within and among the disciplines. What is taught, after all, is at least as important as how it is taught. In contrast to the long history of research in teaching and learning, there is little research on the college curriculum. We cannot, therefore, make responsible recommendations about the content of good undergraduate education. That work is yet to be done. This much we can say: An undergraduate education should prepare students to understand and deal intelligently with modern life. What better place to start but in the classroom and on our campuses? What better time than now? Seven Principles of Good Practice. 1. Encourages Contact Between Students and Faculty Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans. 2. Develops Reciprocity and Cooperation Among Students Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding. 3. Encourages Active Learning Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves. 4. Gives Prompt Feedback Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves. 5. Emphasizes Time on Task Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all. 6. Communicates High Expectations Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extraefforts. 7. Respects Diverse Talents and Ways of Learning There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily. Teachers and students hold the main responsibility for improving undergraduate education. But they need a lot of help. College and university leaders, state and federal officials, and accrediting associations have the power to shape an environment that is favorable togood practice in higher education. What qualities must this environment have? A strong sense of shared purposes. Concrete support from administrators and faculty leaders for those purposes. Adequate funding appropriate for the purposes. Policies and procedures consistent with the purposes. Continuing examination of how well the purposes are being achieved. There is good evidence that such an environment can be created. When this happens, faculty members and administrators think of themselves as educators. Adequate resources are put into creating opportunities for faculty members, administrators, and students to celebrate and reflect on their shared purposes. Faculty members receive support and release time for appropriate professional development activities. Criteria for hiring and promoting faculty members, administrators, and staff support the institution's purposes. Advising is considered important. Departments, programs, and classes are small enough to allow faculty members and students to have a sense of community, to experience the value of their contributions, and to confront the consequences of their failures. States, the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways. The most important is through the allocation of financial support. States also influence good practice by encouraging sound planning, setting priorities, mandating standards, and reviewing and approving programs. Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions. These sources of support and influence can encourage environments for good practice in undergraduate education by: setting policies that are consistent with good practice in undergraduate education, holding high expectations for institutional performance, keeping bureaucratic regulations to a minimum that is compatible with public accountability, allocating adequate funds for new undergraduate programs and the professional development of faculty members, administrators, and staff, encouraging employment of under-represented groups among administrators, faculty members, and student services professionals, and providing the support for programs, facilities, and financial aid necessary for good practice in undergraduate education.